Behaviour Intervention Planning
Divisional Supports: Team Thinking Process
The team summarized the interventions discussed earlier and felt it would be in Jim's best interest for staff to have clearly defined roles with Jim. He seems to understand role relationships in very black and white terms, so most staff involved with him will take on one-dimensional roles. The role functions out of the team's development of school-based interventions. However, the team then summarized each person's role within the program and role relationship with Jim to be sure that all understood and agreed to these expectations. This were summarized and placed directly into the plan.
Specific role functions and role relationships that staff agreed to are outlined below and summarized in this manner in the BIP:
- "The principal provides support to staff when Jim's behaviour is extreme and determines when the formal safety plan must be implemented. His role with Jim is the person in authority. He will be identified as the person who decides whether Jim is in or out of the classroom, or school and takes the official responsibility for these decisions."
- "The classroom teacher provides programming for regular subject areas and a positive classroom environment with clearly defined expectations and routines, and leads day-to-day problem solving around common social issues. Her role with Jim is that of director and coach. She will provide Jim with lots of high-success opportunities so that he can experience positive results from following her direction but will be firm in expectations that he will follow them."
- "The counsellor will meet with Jim on a regular basis to discuss alternative strategies for dealing with stress, and will meet with Jim and other students involved to resolve major social issues that are too time-consuming to solve within the regular classroom. The counsellor will take a mediator role with Jim when his behaviour has caused him to be removed from the classroom or school and will help him develop personal plans to better handle situations and gain re-entry."
- "The resource teacher will work with Jim in a small group to help him develop writing skills and will assist the teacher in implementing a student tutor program that can help Jim and other students in the classroom to practice basic reading skills. She will take a strong encourager role."
- "The physical education teacher will continue to support Jim in developing his basketball skills and give him the opportunity to develop some refereeing skills during the noon hour games. He will take a mentor role."
- "The instructional assistant will meet with Jim first period in the morning to outline the day, determine response to direction, assist with projects, and be available when classroom or recess is too stressful. The instructional assistant may also assist Jim in completing self-directed learning activities and provide some of the structured, positive feedback. She will be the listener, particularly in the morning when Jim sometimes likes to unload, and the supporter."
- "The psychologist will continue to attend regular meetings with the team and to provide parents and staff with strategies that may be beneficial to Jim in dealing with fears of inadequacy. The psychologist will work with Jim's mother to identify and contact a therapist or psychiatrist if this seems helpful."
Division wide supports are limited at this time since there is fairly strong outside support. However, Mrs. Sommers trusts the psychologist, and the team needs some support in developing classroom-based interventions. The psychologist will help the team develop these interventions and may assist in helping the family involve mental health services. The BIP summarizes this involvement as follows:
