February Behavior Bytes

Intended read time is less than 5 minutes.

For additional Behavior Coaching supports, visit the Behavior Coach tab of the Pyramid Model Share Site.

While Behavior Intervention Plans are generally initiated in a preschool classroom, it’s important to team with caregivers and teaching team members to have conversations around adapting intervention strategies to other settings as needed. What conversations would be helpful to support families in implementing the same, similar, or different strategies at home and in community settings?

The Ideas for Coaching Conversations around Behavior Intervention Plans provide you as a Behavior Coach with starter phrases to use in conversations with teaching teams around how implementation of the Behavior Intervention Plan is going. Page 2 gives starter phrases on conversations to have if teaching teams have not been collecting data.

Taking time to thoughtfully choose the dimension of behavior you will use on the Behavior Rating Scale (BRS) Form is worth it. Each dimension represents a different way of assessing magnitude, or how much of the behavior is exhibited, but different behaviors are measured best with different dimensions. This is important to think through because it determines how the BRS will be constructed. 5 dimensions to choose from include: frequency, duration, intensity, percentage of time, and percentage of opportunities.

Access slides around how to use BIRs data to plan at the classroom level (last month we focused on the individual child level) in the following Google Folder. Team discussion points are included.

This month let’s take a look at the second component of Step 3 (page 11) of the Equity Coaching Guide : Coaching Resources related to Culturally Responsive Practices. As you support the development and implementation of a Behavior Intervention Plan, consider reflecting with teaching teams on the following questions:

• Do teachers use multiple examples, visuals, and cultural experiences to teach behavior expectations in a manner that relates to all children?

• Do teachers guide all individual children who need extra support to complete a transition?

• Do teachers individualize social skills instruction to meet cultural and linguistic differences?