Occasionally the assessment process may uncover behaviours that require
supportive intervention by the teacher. Like any behaviour change (including
academic learning) that teachers want to effect, change in a problem behaviour
requires use of the planning cycle.
First, a description of the student's inappropriate behaviour should be
formulated and put in writing. Pertinent details related to the behaviour
should be observed and recorded, and all the gathered information should be
analysed. (In some cases a case conference may be necessary.) The analysis
should generate hypotheses about the causes of the student's inappropriate
behaviour.
A plan to change the behaviour, including longterm and short-term goals,
should then be formulated. To be useful, short-term goals should be very
specific: exactly what is expected of the student, when, and where.
Before the plan is implemented, teachers should decide at what intervals its
evaluation will occur. If evaluation reveals that the problem has not been
resolved, the planning cycle should begin again. If, after several repetitions
of the cycle, there has been no appreciable change in the student's behaviour,
he or she should be referred to other services, according to procedures
established by the local board.
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