Here's a concern that a parent described me:
When I consult my school about my child, I find it difficult to suggest a preventative approach to intervention. What do you see as a matter here and how can we best deal with it?
This is a great question. To make sure we are on the same page, encourage preventive intervention to deal with behavioral patterns in such a way that it can not happen again. For example, if Sally does not want to be in the seat, she is given a task that she can only stand up or if Tony always loses her colors when it's time. To go for lunch, the function for noon is changed so that no colors are available.
Why It Can Be Hard "Sales"
Three reasons prevent the proposed preventive plan from countering:
] 1. Everyone is already overwhelmed. Schools have their hands full in the wake of statutory states and federal standards. The last thing they need is one item . If there are preventive plans that plan, it might just be mixed at the bottom of the stack.
2. Proactivity means spending time and energy on something that has not happened (yet). It is chosen to deal with something that could not happen again in the perfect world. Look at it this way: How many people bought burglar protection after their house has been robbed.
3. The current thought might be: "YOUNGSTER needs to make the change, not me." This is an understandable position, but it must not be taken into account that the child is "stuck" and does not have the deadest idea of how to change.
An effective preventive problem-solving plan could be "sold" by pointing out the following advantages:
1. It sets the child to success. If a teenager can go today without having trouble, it may be the beginning of a new, better pattern. Who does not want a better day?
2. Preventive posture is the best and cost-effective use of time and resources. Consultant, school psychologist and administrator is not called out for emergencies. There are also no clues for referrals for non-accidents; There is nothing for teachers to write. (They have enough of it already.)
3. There is less distraction and more at work. The youth, the students, and the teacher benefit from problems that never happen.
4. It is much more pleasant. Communicate better with a preventive approach. When there are no negative consequences, there is no damage burden (and we all know how kids hate losing something ).
It would not be difficult to work a preventative approach to response to interventions, positive intervention interventions and support, individual education program (SEN), Behavior Program (also SpEd) or 504 plan. Measurement and follow-up, and accounting all the time (including the parent, of course) were built into efforts. ###