Individual support requires staff to:
- understand the function of behavior,
- develop a replacement behavior,
- respond to problem behavior,
- reinforce replacement and other positive behaviors, and
- communicate response to interventions with all the important people in the student's life.
This website has multiple sections dealing with individual behavioral support. See also Behavior Planning section of this website. Other t raining components, links, and documents for individual support include:
- Debriefing: When students have misbehaved, staff may wish to have a formal debriefing session. The staff member asks the student, "Would you like to be the secretary, or would you like me to be the secretary?" The staff can then guide the student in a debriefing procedure. See: Thinking About My Inappropriate Behavior
- Redirection: Sometimes a student needs to be redirected to use the appropriate behavior, using a "reinforcement sandwich" approach---reinforce, correction, reinforce described in the Four-Step Procedure. Also A Correction Strategy.
- Communication: Ongoing communcation with family and agencies can be critical, and daily report cards, may be a key component of individual support. Peer support should be utilized, such as a Pit Crew program and careful consideration of all intervention areas considered.
- Disability and Characteristics: If the student has a disability or particular characteristics, interventions should match known features.
- Bridging the Linguistic Cultural Socioeconomic Gaps in Behavior Support Planning by Dr. Valerie Samuel
- Social Narratives and Social Scripts - Initial Contributions by Linda Spaw
- Strategies to Achieve Success with Difficult Learners by Diana Browning Wright
- Teaching Children with ADHD: Instructional Strategies and Practices - A good publication from OSEP (Office of Special Education Programs)
- Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) - This website will provide you with research syntheses on effective intervention procedures, presentation and workshop materials, training opportunities, and a wide variety of useful links.
- CASEL - Collaborative for Academic, Social, and Emotional Learning
Schools that create socially and emotionally sound learning and working environments, and that help students and staff develop greater social and emotional competence, in turn help ensure positive short- and long-term academic and personal outcomes for students, and higher levels of teaching and work satisfaction for staff. This has a strong evidence base.