Here is a concern a parent expressed to me:
As I consult with the school about my son’s behavior, I find it difficult to suggest a proactive approach to intervention. What do you think is the problem here and what is the best way to approach it?
This is an excelent question. To make sure we’re on the same page, proactive intervention refers to addressing a pattern of behavior in a way that it can’t happen again. For example, if Sally doesn’t want to stay in her seat, she is assigned a task that she can only standing up, or if Tony always drops his crayons when it’s time to go to lunch, the pre-lunch activity is changed so there are no crayons to drop. (These are just examples; the intervention can get considerably more complicated than this.)
Why it can be a Difficult “Sale”
Three reasons come to mind why a suggested proactive plan might meet with resistance:
1. Everyone is already overwhelmed. Schools are too busy simply following state and federally mandated standards. The last thing they need is one more thing. If being proactive involves planning, it could be shuffled to the bottom of the pile.
two. Proactivity means spending time and energy on something that hasn’t happened (yet). It’s an elective approach to tackling something that, in a perfect world, might not happen again. Look at it this way: How many people buy a burglar alarm? after your house has been robbed.
3. The prevailing thought might be, “the YOUNG must make the change, not me.” This is an understandable position, but it might not take into account that the child is “stuck” and has no idea how to change.
“Selling it
An effective proactive plan to address behavior problems could be “sold” by pointing to some of the following benefits:
1. Prepares the child to be successful. If the youth can get through a day without the problem behavior, it may be the beginning of a new and better pattern. Who doesn’t want to have a better day?
two. A proactive posture is the best and most efficient use of time and resources. The counselor, school psychologist, and administrator are not being called for emergencies. Also, there are no disciplinary referrals for problems that don’t occur; there is nothing for teachers to write. (They already have enough of that.)
3. There is less distraction and more focused work. The youth, the other students, and the teacher benefit from a problem that never happens.
Four. It’s much nicer. Relationships are much better with a proactive approach. When there are no negative consequences, no losses are imposed (and we all know how kids hate losing anything).
It would not be difficult to work with a proactive approach in Response to Intervention, Positive Behavior Intervention and Support, an Individualized Education Plan (Special Education), a Behavior Improvement Plan (also Special Education), or a Section 504 Plan. Follow-up and follow-up, and accountability in every way (including parents, of course), would be built into the effort. ###
