SUCCESS PLAN

(To be used in conjunction with Advanced Classroom Management: Strategies and Techniques for the Most Difficult to Manage Students, Third Edition)

This framework is to be completed as you work with a student or class and finalized when you have COMPLETED YOUR PROJECT. PLEASE DO NOT COMPLETE THIS FORM BASED ON “WHAT YOU WILL DO,” PLEASE BASE IT ON WHAT YOU “DID.”

1. Define the problem(s) in objective terms. If multiple problems, choose only one or two on which to focus. Use “Name that Behavior,” "The Behavioral Continuum," and/or “The AIM Card” if appropriate. (See pp. 21-25)

*****Be sure to define the behavior in terms that it can be seen and counted; avoid such terms as lazy, poor attention, disruptive, for example. Instead indicate the exact behavior (e.g. puts head on desk and does not complete work; looks around the room and rarely looks at the teacher during a lecture; and shouts out words while others are sharing answers to questions)

Student: ______

Target/Defined behavior(s): Include how often, how long, how severe,etc. the behavior(s) occurs during day and/or week. Collect data when possible.

Student: ______

Target/Defined behavior(s): Include how often, how long, how severe, etc. the behavior(s) occurs during day and/or week. Collect data when possible.

Class or Group ______

Target/Defined behavior(s): Include how often, how long, how severe, etc. the behavior(s) occurs during day and/or week. Collect data when possible.

2. Assess how the student or class presently affects you and your ability to manage behavior.

A. List the "irrational" tapes that are in your head about this student or class: (See pp. 35-46)

1.

2.

Change those tapes to more "rational" self-talk statements: (See pp. 35-46)

1.

2.

B. What is the most common emotion aroused by this student or class? (See pp. 31-34)

Develop one or more emotion reducing activities that you will use and did use to deal with the student or class:

C. Discuss your Power Balance with this student/class and indicate several approaches that were used to balance your "Social Power Bases:" (See pp. 48-61)

3. Determine the function and purpose of the student/class behavior(s):

A. What stage/class is the student in? (See pp. 76-80)

Discuss the strategies you used based on the stage:

B. What is the goal of the misbehavior? (See pp. 64-69)

Discuss the strategies you used based on the goal:

  1. Consider other underlying functions of the behavior: (See pp. 70, 71-72, & 73-75)

Discuss the strategies you used based on this information:

4. Effective communication of management:

A. Identify two or more traps that are occurring in the interaction with this student/class: (See pp. 88-94)

Discuss the strategies you used to get out of and stay out of these traps:

B. Identify possible conflict cycles and ways to change them: (See pp. 95-101)

5. Specific intervention plan:

Develop a more systematic plan or combine strategies already identified for this student/class in addition to or as a part of the strategies listed in items 1-4 of the Success Plan. (See pp. 103-112, 115-135, and 136-170).

You must include the outcomes for your case study. Interventions for case studies should be conducted for at least 4 weeks. Please provide as much “objective” data as possible when discussing outcomes.

What percentage of change (in a positive direction) have you seen in this student or class?