Challenging Behaviors

A behavioral intervention plan can be used to decrease the frequency of challenging behaviors in the classroom. Intervention plans are tailored to the needs and behaviors of a student in need of support, and can vary even between students with similar needs. Each plan is intended to support a student's learning by encouraging appropriate classroom behaviors and skills that will be used for the rest of a student's academic career and beyond. By collecting and analyzing data about a student's behavior, teachers can measure a student's progress in reducing challenging behaviors and increasing desired behaviors. As we see an increase in desired behaviors, teachers may also find it possible to reduce the interventions they use in class as their student consistently exhibits the appropriate behaviors expected of them.

 There are many reasons students may demonstrate challenging behaviors in the classroom. These behaviors may be a way for students to express themselves when their words are not enough, or when they do not fully understand how they are feeling. By communicating with our students and our colleagues, we as educators can tease out the true reason for the behaviors we see in the classroom that may be impeding learning for other students. Though asking questions may be difficult for us or our students, it is an important step in building a relationship with our students that will allow us to support them and their learning.

Response to Intervention, or RtI, is a process by which educators can implement supportive interventions in the classroom to ensure students are successful in their academic careers. The RtI team strives to create intervention plans for students to support not only their intellectual well-being, but also their emotional, behavioral, and social well-being. RtI is a data-based method of analyzing student data to create supportive interventions, with the ultimate goal of reducing interventions for each student over time as students demonstrate an ability to meet expectations independently. A basic model for RtI was created by Dr. Howard M. Knoff, but every school's RtI team will vary depending on available resources and members of the team. By utilizing an RtI team, schools can ensure their students are prepared for independence in school and after graduation.