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Behavior Support Plans - What Goes Wrong and How to Do Better
Behavior Support Plans - What Goes Wrong and How to Do Better
Do
Do
Write BSPs with an anti-ableist and relational health lens. Consider the child's diagnosis and get input from the child, parents, and advocates.Â
Don't
Don't
Assume that all kids are"work avoidant" or"attention seeking." This ignores sensory challenges and is not trauma-informed.
Do
Do
Understand that children with disabilities are motivated by a sense of empowerment and by the ability to have a voice in the way they learn.
Don't
Don't
Assume that all disabled children are motivated by external rewards.
Do
Do
Aides should be available to bridge the gap in supports. They should be a trusted person, not a person who is tracking behavior.
Don't
Don't
Set aides up to fail by putting them in a position to focus on tallying up "bad" behavior.
Do
Do
Focus on preventing behavior rather than responding to it. Take into account, the child, the educational environment, adult behaviors, and sensory needs.
Don't
Don't
Make behavioral, educational, or emotional demands of a child in crisis. Being a disabled student who is not supported is traumatic
Do
Do
Make sure that anyone who works with the child is trained in co-regulation, supported, and understands the child and therefore the plan.
Don't
Don't
Take behavior personally. Behavior happens because there is an unmet need.
Children are more than their behavior.
Children are more than their behavior.
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