Inconsistencies with Implementation

Inconsistencies with an implementation plan usually stem from either poor planning or poor communication. When approaching a behavior intervention plan for a student, everyone on the team, meaning everyone that will have a hand in helping this student resolve his or her discipline issues, needs to communicate so each person knows what they are responsible for. They will know their role and responsibilities through proper planning. Creating a plan is a structured process and each school needs to have predetermined steps to follow if they want to have the greatest impact possible. There needs to be communication, a timeline, and regularly schedules meetings so these teachers can check in and compare their successes, failures, and whether or not the plan that was created is actually working and providing a benefit to the student. Collaboration is the key to success!

Parental involvement is a puzzle piece in the implementation process. Everyone in this child’s life needs to be involved and on-board with the intervention. “Because parents probably have the most information regarding the extent and history of their child’s difficulties and the most knowledge of their child’s home environment, it is essential for parents to be actively involved in planning and implementing behavioral interventions” (Park, Alber-Morgan, & Fleming, 2011, p. 22). The behavioral interventions and tactics that we employ at school should also be practiced at home. Training for the parents is an option, if needed. This cohesiveness in addressing behaviors, say, for example, with positive reinforcement techniques, lets the child know that the appropriate behaviors are expected at all times, not only at school, but also at home.

Having a meeting with all parties involved in the intervention process would be ideal. However, if outside services are not able to attend, a detailed record of the intervention plan can be shared and everyone can hopefully agree to implement the strategies that were decided by the people that were present at the meeting. Everyone needs to be on board, so if someone does not agree to a piece of the plan, then the team should communicate and find a point to mutually agree upon. Sometimes, when there are a lot of hands in the pot, information can be lost, so it is vital that copies of all information, including changes and updates, be disseminated to everyone. Inconsistencies in the intervention process can lead to a failed attempt to get the child back on track. To combat this, signed acknowledgement of received information needs to be gathered. Finally, designating a main contact person on the team will make it easier to ask/answer questions or set up future meetings regarding the student. 

References

Park, J. H., Alber-Morgan, S. R., & Fleming, C. (2011). Collaborating with parents to implement behavioral interventions for children with challenging behaviors . Teaching Exceptional Children, 43(3), 22-30.