ABAchat: Transition Planning

Below is the transcript from ABAchat on Wednesday February 13, 2013 on Transition Planning. This session was hosted by Tricia Lee Keller (aka @behaviouratplay on Twitter). Please feel free to add comments in regards to this chat in the comments section below. If you’d rather download the Excel format of this chat click the link below.

2013_02_13 Transition Planning (Excel)

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behaviouratplay	What is #ABAchat?  http://t.co/83hjcQQi  And the scheudle?  That’s right here:  http://t.co/Iztc5Yx5
behaviorbabe	#ABAChat starts on #Twitter in 8 min! Join the discussion on #transition   planning. What role can #behavioranalysis play?
behaviouratplay	Family-Centred transition process for youths with #autism spectrum   disorder.  http://t.co/vyRv1hSJ  #ABAchat
behaviouratplay	I’ll be participating in #ABAchat for the next hour or so.  Please join in on the discussion.   http://t.co/52uHBNL5
behaviouratplay	Welcome to tonight’s #ABAchat. Please introduce self and role with #ABA.   I’m Tricia, work as consultant in a school board. #ABAchat
behaviouratplay	Housekeeping: questions will be presented in Q1, Q2, Q3 etc. format;   please reply with corresponding A1, A2 etc. and hashtag! #ABAchat
behaviouratplay	Discussion is generally informal. We welcome participants to ask other   questions, reply to colleagues, keep conversation going.  #ABAchat
behaviouratplay	Tonight we’re focused on transition planning; specifically supporting   youth with DD and their transition into adulthood. #ABAchat
behaviouratplay	Related articles were posted earlier and can be found under the   hashtag:  #ABAchat
behaviouratplay	I must say, does not seem to be a lot of #behavioranalysis specific   research on transition planning.     #ABAchat
srmccoy	@behaviouratplay Some colleagues and I have toyed with the idea. Though   for now we are just working on improving the tools we have. #ABAChat
behaviouratplay	.@srmccoy That’s a good lead-in into discussion.  Q1: What tools are (you) we relying on for   transition planning? #ABAchat
behaviouratplay	A1: Recent focus on person-centred planning, involving students in the   development of their IEP goals. Increases self-determination #ABAchat
BarefootBehvior	@behaviouratplay I agree, so much work on early intervention and   transition into school, but more needed in post-school life. #ABAchat
behaviouratplay	@BarefootBehvior What has your experience been so far with transition   planning, interventions to set-up successful transition? #ABAchat
srmccoy	A1: Working on developing better tools to identify barriers to transition   for adults in Intensive Behavioral facilities. #ABAchat
BarefootBehvior	@behaviouratplay tbh, most of my experience has been elementary level,   just now getting into secondary ed world, learning as I go. #ABAchat
behaviouratplay	@srmccoy I think we can all share anecdotal observations of what barriers   a student might have. Be nice if we had a checklist. #ABAchat
srmccoy	A1: Many facilities minimize transition planning or only look at rate of   problem behavior as criteria. Looking to improve that. #ABAChat
behaviouratplay	Q2: What are some common barriers presented to students with DD   transitioning out of high-school?     #ABAchat
srmccoy	@behaviouratplay That is exactly the tool we are developing/testing in   our area, custom tailored to each person. #ABAChat
behaviouratplay	A2:  Need to look at pivotal skills   of adulthood.  What skills does our   student need?  #ABAchat
behaviouratplay	@srmccoy Sounds exciting. Feel like I’m still grasping at straws for   goals. Long-term planning, vision not always happening (cont.) #ABAchat
BarefootBehvior	A2: need to focus more on what student can do or can learn to do, instead   of what he can’t do. #ABAchat
behaviouratplay	@srmccoy (cont’d) mainly because we’re dealing in the short-term with   challenging behaviours. #ABAchat
srmccoy	@behaviouratplay Also need to look at what environments they are moving   into and what is necessary there. #ABAChat
behaviouratplay	A2: And while it’s difficult to operationally define, measure quality of   life, barriers to achieving QoL must be addressed. #ABAchat
Behaviorhal	A2: We need to teach skills that are socially valid… e.g. ADLs, job   prep — not Candyland #ABAchat
behaviouratplay	A2: Though, I suspect QoL alligns itself well with breaking down   barriers. #ABAchat
behaviouratplay	Q3: What are some of those pivotal skills?  What goals might we target in a transition   plan? What’s important to teach? #ABAchat
srmccoy	A3: Goals need to be tailored to the person, their abilities and what   they will need in their new setting. #ABAChat
BarefootBehvior	A2: Sometimes difficult finding natural environments beyond classroom to   teach essential skills, programming for generality #ABAchat
srmccoy	A3: I find students coming into ADT/work settings lacking basic skills   such as writing name, personal care, etc. #ABAChat
zachikkanda	A2:Lack of appropriate/functional vocational training & too much   focus on academic training in H.S. not enough on adaptive behavior #ABAchat
behaviouratplay	A3: Big, ever-learning goals I always come back to: functional   communication skills, self-regulation skills, independent leisure  #ABAchat
srmccoy	@zachikkanda This, very much this! #ABAChat
behaviouratplay	@srmccoy We’ll often work on establishing personal-ID program.  Name, address, phone number, parent’s   name(s). #ABAchat
behaviouratplay	Q4: Have you participating in person-centred planning sessions?  How has that gone?  What outcomes came of it? #ABAchat
zachikkanda	@BarefootBehvior Totally agree. I’m always looking for activities outside   the classroom for my learners. Community often resistant. #ABAchat
behaviouratplay	@zachikkanda @barefootbehvior At times we do some outreach, mini PD   session on needs of our classes to be out in their community.  #ABAchat
behaviouratplay	@zachikkanda Many times I’ve handed out business cards in the moment,   invite our neighbours to learn more about what we’re doing.  #ABAchat
behaviouratplay	A4: participated in a couple person-centred planning sessions. Saw family   shift focus on academics to “I want my son to be happy”. #ABAchat
zachikkanda	A3:Programming that addresses service coordination (e.g., addressing   employer concerns) as well as promoting family involvement. #ABAchat
behaviouratplay	A4: Some of the outcomes identified was a need to continuously expand   student’s communication; give him skills to “talk” …. #ABAchat
BarefootBehvior	@behaviouratplay Good idea. Inform, reduce stigma, invite collaboration   and assistance. #ABAchat
behaviouratplay	A4: (cont’d), from there we broke down skill into its individual parts   and each took a role in teaching a skill.    #ABAchat
behaviouratplay	Transition to adulthood for learners with #ASD with @PeterGerhardt1:   http://t.co/154f62ow  #ABAchat
zachikkanda	Has anyone had any success with locating volunteer opportunities for   adolescent learners? #ABAchat
behaviouratplay	@zachikkanda start in the school – work in the library, office. Have a   great Work Experience prgm that sets up plcmnts in community #ABAchat
behaviorbabe	#ABAChat – The Infamous “Dracut Case” -shaping laws in #MA   & other states re: #transitions #transitionplanning   http://t.co/7zPgtfd6
behaviorbabe	RT @behaviouratplay: Transition to adulthood for learners with #ASD with   @PeterGerhardt1: http://t.co/154f62ow    #ABAchat
zachikkanda	Links to a couple abstracts for   Gerhardt articles re: transitioning http://t.co/mxD8CHDY http://t.co/TV5Lasto #ABAchat
behaviouratplay	Think we need to get the behaviour skills training model out there: job   coaches and potential employers doing it #behavioranalysis #ABAchat
behaviorbabe	@zachikkanda I had a student obsessed w/letters, so we took his   hyperfocus on this & taught him to file.  He got a paid job at MIT #ABAChat
zachikkanda	@behaviorbabe That’s amazing!  Love   to hear outcomes like that. #ABAchat
zachikkanda	@behaviouratplay You’re onto something.    #ABAchat
behaviorbabe	Familiarize yourself with the law #neverhurts #oftenhelps #ABAChat   #behavioranalysis #FCSN #transition planning http://t.co/mLOLOrYx
behaviouratplay	Q5: What role does #ABA have in transition planning. How can our   practices be used?  #ABAchat
BarefootBehvior	@behaviorbabe Great example of building on what student CAN do, shaping   into an employability skill! #ABAchat
behaviorbabe	A5: Social validity #transition #planforfuture …this is a socially   significant area where change is needed #behavioranalysis #ABAChat
behaviorbabe	A5: Focus on student strengths, help program for sR+ likely to be found   in natural environment, measure change #ABAChat #pivotalbehaviors
zachikkanda	So grateful that this discussion is going on! Such an important issue.   You are all awesome. Unfortunately, have to bid adieu. #Work #ABAchat
behaviouratplay	A5: Task analysis and chaining of specific work skills; use of BST model   for soft skills needed on the job, post-secondary #ABAchat
behaviorbabe	@behaviorbabe @behaviouratplay – what are the laws surrounding   #transition planning in #Canada? #behavior #ABAChat
NataliJewel	@zachikkanda Contact local colleges, churches, synagogues, &   organizations. Start w/ a small task with built in reinforcement. #ABAChat
behaviorbabe	Sorry I could only stop in for a few –down to the wire w/final   dissertation revisions #behavioranalysis #funNEVERstops #ABAChat Good night!
behaviouratplay	A5: Interesting caveat on person-centered planning. Still a need for   stimulus preference Ax in environment person transitioning to  #ABAchat
behaviouratplay	Q6: Work placements: what are people’s thoughts on paychecks, earning a   livable wage? Do you advocate for $$ being paid out? #ABAchat
jimmyJJbond	Join the convo! RT @behaviouratplay: Q5: What role does #ABA have in   transition planning. How can our practices be used?  #ABAchat
behaviouratplay	Thanks for joining in @zachikkanda and @behaviorbabe.  Agreed – an important discussion.  Small changes now…  #ABAchat
jimmyJJbond	@behaviouratplay I’m curious, what would be the alternative? #ABAchat
behaviouratplay	A5: My thought is that the job experience should be authentic. Person is   contributing to organization’s success; therefore $ earned #ABAchat
behaviouratplay	@jimmyJJbond I worry some placements may be “charity case” and   “make work project” therefore no wage to be offered. #ABAchat
jimmyJJbond	@behaviouratplay I absolutely agree! Otherwise, in my opinion, it’s   basically free labor. We don’t want to go down that road. #ABAchat
behaviouratplay	@jimmyJJbond But since the goal might be to have place to gain   experience, maybe take it w/o expectation to get paid. #ABAchat
BarefootBehvior	A6: If worker not compensated for work done then they’re being taken   advantage of, and shame on us for not advocating! #ABAchat
jimmyJJbond	@behaviouratplay ah, I see your point. I didn’t think about that aspect   #ABAchat
BarefootBehvior	A6: although I’ve seen programs where student gets school credits for   learning work skills on site, internship of sorts. #ABAchat
behaviouratplay	@BarefootBehvior Agreed. Much more work on our part to make these   opportunities available with compensation built in. #ABAchat
jimmyJJbond	@BarefootBehvior I’m with you on that. My thoughts exactly. I think that   opens the door to an entirely different set of problems #ABAchat
NataliJewel	@behaviouratplay I agree! Client should be paid for their work like   anyone else. Do you have client and employer sign a contract? #ABAChat
BarefootBehvior	A6: student then has potential for long term hire in which monetary   compensation is given. #ABAchat
jimmyJJbond	@behaviouratplay maybe it doesn’t have to be money, but some form of   payment should be given. School credit, or something maybe. #ABAchat
behaviouratplay	@NataliJewel Hope we get to that point. Not sure what our Work Experience   placements arrange since its education-system based. #ABAchat
behaviouratplay	Okay #behaviouranalysis tweeps!    I’ve been on Twitter all evening.    Time for a rest.  Thanks for the   chat this evening!   #ABAchat
behaviouratplay	If you’re just joining the discussion, please  feel free to weigh in a response with   hashtag  #ABAchat
behaviouratplay	Our next #ABAchat is on Monday. @JHyfler is hosting a discussion on use   of praise – what does the research say? #ABAchat
BarefootBehvior	@NataliJewel Our transition dept. has been using employer/employee   contracts this year, establish all parameters before start. #ABAchat
jimmyJJbond	RT @behaviouratplay: Our next #ABAchat is on Monday. @JHyfler is hosting   a discussion on use of praise – what does the research say? #ABAchat
behaviouratplay	Transition Planning Resource Guide for identified students in Ontario:   http://t.co/8jPexAdR  #ABAchat #Sped
NataliJewel	@BarefootBehvior Exactly! That’s great! #ABAChat
globalautism	Sorry we missed you at #ABAchat tonight. Had a Supervision Q&A   call at the same time!  #poorplanning   #nexttime #greattopic Thank you!
behaviorbabe	@globalautism You can contribute after the fact by replying to Q’s with   your A’s and using (hashtag ABAChat) #ABAChat #behavioranalysis
puzzlingalong	@zachikkanda @BarefootBehvior    #abachat our community open to it! just takes a few contacts w/civic   assoc, like-minded leaders/biz owners
puzzlingalong	@zachikkanda @BarefootBehvior    #abachat exactly our spec ed lead, pupil pers director attended civic   assoc meeting & recd numerous ops
puzzlingalong	@behaviouratplay #abachat maybe in high school years mostly   internship/occ skills. then after transition and aging out, paid jobs?!
puzzlingalong	@behaviouratplay #abachat A5 goals of increasing time on task, checking   schedule, & completing tasks independently shaped with ABA
puzzlingalong	@zachikkanda #abachat our #kpsd district started w/in house historical   museum then went out to diner, hardware store in our town.
puzzlingalong	@behaviouratplay A3 #abachat time on task w/o prompts, checking schedule,   following schedule independently, completing work tasks indep
puzzlingalong	@behaviouratplay @srmccoy A1 #abachat #jobcoach is key and opportunities   in community for lifeskills students before they age out.

Question of the Week: Essential Skills for Parents and Teachers

Parenting or teaching a child with emotional and behavioral deficits can be challenging on many levels. What 3 essentials skills (or group of skills) are necessary to be an effective parent or teacher of students with emotional behavior disorders?

Response Journaling – Give Them Something to Write About

This is shortly after starting a response journal with one of my high-risk cases. This student went from high frequency aggression and drawing violent pictures during morning transition time to near zero levels in about a week. Response journaling was one of the activities we used to engage him during that time. (getting a little compliment from a student is always nice)

Response journals can be a great way to get your students to write. Many of the students I support display avoidance behaviors when writing tasks are assigned to them. One recommendation I often make to my teachers is to use response journaling.

Using a journal you engage in continuous dialogue with the student using writing. You can engage them in topics of their liking while still prompting them to expand of topics of your choosing at the same time. Over time you can shape their writing skills with corrective feedback. Using the same language they choose in their writing, for example, I would respond to this using some of the same words (spelled correctly and highlighted in a different color so the word stands out visually.

As I stated earlier, the conversation continues as long as you maintain it. When a student returns the journal you simply respond. All of the students I work with look forward to my responses and then responding in turn. They often let me know if I’ve gotten behind. Even some of my most ardent writing protesters willingly chose to write in their response journals. Here are some sample response journal prompts:

Write a brief story and ask the student to finish it.

Ask about what they like to do most.

What social skill do you like the most? What social skill do you hate the most?

What is your favorite emotion? Which is your least favorite emotion?

What do think about the last homework assignment I gave you?

Write a compliment about the student.

This is also a good activity for parents to do this at home. Think of it as a fun way to talk and be creative with your kids. Whether at home or in school, response journals are a great way to keep in touch with the social emotional needs of your kids while teaching and modeling an important lifelong skill.

Belonging Starts with Classroom Environment

Teachers in behavior support classroom must make efforts every day to teach the students that although they can come to us for support, they belong with their peers. This expectation of belonging all starts with how we set up the environment. A good support classroom for EBD students will emulate a general education classroom as much as possible.

Pictured here is of one of the classrooms I support. The desks are arranged in a fashion that is similar to the general education classes on campus. Originally this room had desks set up in individual “offices” along the edges of the classroom. Likewise, rules and procedures mimic what is expected of students in “mainstream” classes. You might also notice the smartboard projector; there is no reason students should not be exposed and allowed access the to technology. In the year and half since installment we have had 0 incidents involving technology usage in our classrooms. I should have taken a before and after, instead I only have an after.

I believe that sometimes in our quest to individualize we go to the extreme. Unfortunately when a classroom is completely individualized, there is no progress towards “normalizing”. For me the first step towards teaching students how to belong begins with the environment.

Successful Journey: A former student graduates

I received a letter in the mail the other day from the mother of a former student of mine. Contained in the letter was a touching note from the mother and a graduation announcement and an invitation to attend her sons graduation. Now, I’ve been in this field for awhile and have seen a great many things. But this year I get to witness something new. Yes, this year one of my former students, whom I taught in first through fourth grades in an EBD classroom, will graduate from high school.  Back in those days we had so many ups, downs, lefts, rights, forwards, and backwards moments. We had many long days with laughs, cries, questions, arguments, blood, sweat, tears, hugs, and handshakes (all in one day). We also held many meetings with many of the same behaviors (without the blood). He was one of those students that you sit back and wonder “what is he going to be like 10 years from now”?

Today he looks forward to going to college and training to become a veterinary technician (he’s always had a love for animals). I could not feel more proud for him and his family. Through it all I could not help but to be inspired by witnessing this family do everything in their power to help their son succeed.

Eleven years ago I never considered that I’d stay around long enough to see former students graduate. But I am certainly glad that I did. Being able to play a small part in this student’s road to success is definitely something I will always treasure. It is a reminder that just because you do not see the immediate effects of your teaching, you can always still have hope for even your most difficult students.

If I Could Change One Thing…

If I could change one thing, every child would feel strong.

If I could change one thing, every child would know they belong.

If I could change one thing, there would be no legislation, to make sure each child got a special education.

If I could change one thing, every teacher would be kind.

If I could change one thing, no child would be left behind.

If I could change one thing, discrimination would be reversed, and with every thought we’d put kids first.

If I could change one thing, success would be our doctrine.

If I could change one thing, failure would never be an option.

If I could change one thing, no parent would need to advocate, for all education would be more than just “adequate”.

If I could change one thing, we wouldn’t sell kids short.

If I could change one thing, every parent would know they have support.

If I could change one thing, I wouldn’t have to wrestle to ensure that every child is made to feel special.

Got Your Poker Face?

In any poker game having your poker face is essential to outwitting your opponent. Life in a classroom of children with emotional and behavior disorders isn’t all that different. I’ve recently been providing support in a self-contained special education classroom where the students have been engaging is some pretty serious misbehavior. Unfortunately, the staff have let it be known, sometimes by their verbal reactions, but mostly by their nonverbal reactions (facial expression) that those behaviors are not welcome and offensive.

One day after school I had a meeting with all the staff to discuss my concerns. In my discussions I pointed out my observation that when staff reacted and let it be known that the students’ behaviors were offensive and upsetting to them, that the students tended to engage in more aberrant behaviors. In fact, the students tended to escalate their behaviors from just verbal behaviors to physical ones.

Sometimes a student with emotional problems may make comments that are intentionally hurtful. At times they may continue the behavior because it gets a reaction and that reaction is perceived as a positive outcome. In these moments a valuable tool in your arsenal is the “poker face”. The “poker face” is a neutral facial expression that is nonjudgemental and nonthreatening. It can be used to show that their behavior does not bother you (even when it really does).

Consider that history may have shown them that this is how they are supposed to behave. Reacting in a way that shows disapproval actually may validate exactly what they were expecting, that they are disgusting towards others and therefore not worthy of positive attention (yes I know that is somewhat mentalist of me to say).

The “Poker Face” helps put the behavior on extinction by no longer providing the validating positive outcome that usually comes as a result of the behavior. At the same time, you can look for opportunities to praise and reinforce acceptable alternative behaviors. Along with the neutral facial expression of the “Poker Face” you have a combination of interventions for behavior that 1) minimizes your negative attention as a factor maintaining behavior and 2) sets you up to teach and reinforce positive alternative behaviors.

This is an example of how certain misbehavior can be addressed in the classroom. This is not intended nor shall it be misconstrued as advice. As always, before engaging in any any major behavior change program you should consult an expert or highly trained professional such as a Board Certified Behavior Analyst.

 

What did you say?: A lesson in keeping it simple

The other day I attended an ARD to help a HQT present her G&O’s for an IEP to some parents of a student with OHI. An LSSP presented an FBA identifying escape motivated behavior maintained by negative reinforcement and draft BIP that included differential reinforcement strategies. The parents brought a OSP who inquired about IHT and OC. Everyone agreed and the parents were given PWN and the IEP was implemented.

If you don’t understand what I just wrote then I have a problem. If you do understand everything I just typed then you probably have the same problem as me. As an aspiring behavior analyst, and long time special education teacher, it is tempting to use a lot of official and unofficial jargon in my daily work. Special Education is racked with acronymns and the field of applied behavior analysis uses a lot technical jargon, so I’m doomed to be misunderstood, right? One of my goals over the past few years has been to work on how I present my position in a manner that is easy for parents and teachers to understand.

A secondary goal has to disseminate accurate information (hence this blog). When I use a lot of acronyms and technical jargon my message gets missed. I find that I have to often rephrase my message in simpler ways multiple times. When I do not, the learner will interpret my message the best they can, that’s how the chain of misinformation begins. That is not the fault of the learner, but rather my fault as a teacher to properly explain the concepts. That being said, at times it can be difficult to explain behavior analytic concepts in simplistic ways without losing the essence of the concepts themselves.

The same goes in special education, when we use a great deal of jargon with parents partly due to maintaining procedural integrity. However sometimes our message gets lost. We then have to take time to explain what we just said, instead of just getting it right the first time. (On a side note, this can cause parents to become hesitant to ask questions for fear of getting a technical answer, and that too is not helpful)

Some of my weaker relationships were created when I used more formal and technical language in my work. There was a disconnect. Over the years, I have discovered that my most trusting relationships with parents and teachers have come about because I’ve been able to speak in terms that we all understand and modeled the principles in action.

Whether a parent or teacher, what are some things a professional has said or done to better help you understand behavioral concepts?

And I would do it all over again!

In my 15 years in mental health and education I have:

• been called, well just about everything you can imagine
• been spit on
• had feces thrown at me
• gotten at least one concussion
• worked Christmas, Thanksgiving, Easter, and New Year’s Day.
• been peed on
• went to the emergency room with a client who overdosed
• Had a knife pulled on me by a person with Dissociative Identity Disorder (an “alt” nonetheless)
• Saw a kid punch himself in the face so hard he busted his own  jaw
• been bitten (too many places to list)
• wiped a 28 year old man’s backside
• had my glasses broken (twice)
• had my life threatened (too many times to count)
• been head butted (hence the concussion)
• saw a kid rip his own tooth out (twice)
• been hit with a metal chair
• been kicked in the face
• saw a kid punch through a glass door
• been kicked in the groin
• been punched in the groin
• chased a kid through a neighborhood
• had someone tried to choke me with a phone cord
• consoled many upset parents
• saw a child eat his own feces
• saw a man try to eat a tampon
• watched a kid pull his own hair out
• saw a kid pull his eyelashes out
• broke up a few fights between parents
• Had to stop a parent from choking his own child
• watched a grandmother get escorted out the school in handcuffs
• had snot smeared on my face
• had a student intentionally vomit and throw it at me

BUT I ALSO HAVE:

• watched a mother’s face upon hearing her 5 year old speak for the first time
• had my first student graduate from high school
• sat and ate Christmas, Thanksgiving, and Easter meals with and prepared by clients
• seen the excitement on a child’s face when they have learned to read
• given high fives for peeing in the potty (after washing hands of course!)
• gotten a hug from a kid who “couldn’t” show affection
• had a student call me dad
• had a student call me mom
• been invited to birthday parties
• trusted a client enough to hold my infant child
• had students make me a thank you card
• had hope for a child, when no one thought there was any
• received a hug from parents

And no matter what, I would do it all again! (Well, most of it )

9 Quick Tips for Inclusion of Students with Behavioral Challenges

School will be in session very soon. But, don’t panic! This doesn’t mean you have to gather all your materials and write your lesson plans this instant. However, now might be a good time to start getting into the mindset and doing a little preparation for what needs to be done when school starts, especially if you teach students who have some behavioral challenges and will be entering general education classes. Integrating students with behavioral challenges in the general education classroom can be a overwhelming job for a behavior support teacher. There are a vast number of day to day activities that you will perform in order to help your students successfully transition into the general education setting. Here is a list of suggested activities you can engage in to support your student during the inclusion, or mainstreaming, process.

1. Spend time in the general education classroom: Monitor and work with the student in order to develop an accurate awareness of the dynamics of the class, what is working, and where modification of supports need be take place.

2. Share relevant information about the child you are mainstreaming with the general education teacher as soon as possible. Set up visits to the child’s setting and a meeting with the parents to augment this information and to provide a picture of reasonable expectations for the student and yourself on an ongoing basis.

3. Maintain ongoing communication with key stakeholders and other support personnel. Make your needs known and ask for those supports that will increase your effectiveness in the classroom for all students, those with and without special needs. This might include social worker, psychologist, counselor, or therapists. As a teacher in a behavior support classroom, you may also be the contact teacher for students. As such, you will want to make sure everyone is on the same page and that services are provided in accordance with the student’s IEP.

4. Maximize use of all staff. If a teacher assistant is provided for all or a portion of the day, whenever possible, utilize this individual as a helper to not only the child with special needs, but to all students and yourself. A well-trained paraprofessional can also collect valuable behavior and academic data as well.

5. Seek collaboration time during the school day. This will help you better prepare the teacher and student by being to anticipate potential roadblocks and Make efficient use of your time and actively collaborate with general education teachers. Establish clear guidelines that outline the job description of the behavior support teacher and the proportion of time needed for collaboration.

6. Gather and collect behavior and academic data and conduct periodic reviews of progress. Decisions such as when to increase or decrease time should never be based on what we think is happening, it is must be based on results. Performance must always drive your decision-making.

7. Assist with instruction. Assist general education teachers with instruction or follow-up of organizational and study skills. The additional support is almost always appreciated.

8. Assist with the development of skills. Assist teachers in helping students develop social emotional skills (i.e. self-esteem, affective skills).

9. Recognize and seek opportunities to teach the social emotional goals for the child with behavioral challenges while in the mainstream setting and celebrate successes, both large and small.