A behavior management plan (BMP) is a term used to describe any plan the teacher develops to change behavior. This BMP should be created with the input of the individualized education program (IEP) team. The interventions listed on the BMP should be embraced by the entire school community and all teachers must agree to use similar techniques to manage the student’s behavior.

Steps to Develop a Behavior Management Plan

Identify the behavior: During this step, establish what behaviors the student should correct and maintain as well as establish what behaviors are considered inappropriate. The behavior must be measurable and defined in objective terms. Instead of using vague statements such as “You are acting inappropriately” or “You are being disruptive,” clearly explain to the student what he or she needs to do in order to act appropriately and not disrupt the class (i.e. “stay in the designated area for instructions until directed to start the warm up routine”).

Observe and analyze the behavior: During this step, the physical educator must determine the frequency, duration, specific time, and intensity of the behavior. One simple way that physical educators can record the frequency of a behavior is to keep a piece of tape on their shorts and a make a mark each time an identified behavior occurs.  Physical educators could also keep a counter on their wrist or simply use the assistance of a paraprofessional. This information is valuable to determine the target behavior. For example, if the student tries to hit another student with a ball an average of five times per class a realistic target behavior could be to decrease this occurrence to three times per class.

Develop and implement the BMP:  During this step, the physical educator develops an intervention and administers behavior techniques to develop, maintain, and increase an identified appropriate behavior, or to redirect or correct an inappropriate behavior. If possible, use the student’s input to select behavioral techniques such as positive reinforcement techniques, social praise, and tangible reinforcers. Ensure that the student understands clearly all rules, routines, and instructions pertaining to the class. Develop a secret signal for the student to show if he or she does not understand the directions or become frustrated. Provide breaks or self-directed time-out outside of the activity area if the directions or activity become too confusing. Assign a peer tutor who will assist the student during the class to help with understanding the teacher’s directions. 

Evaluating the plan: Finally, evaluate the intervention to determine if it was effective. The findings of such evaluation process could be shared with the IEP team. Some of the questions that can be asked during the evaluation process are:
•    Was the target behavior achieved? Is it permanent?
•    Was the intervention long enough for Nick to achieve the desired behavior, or do I need to continue the intervention?
•    Did I set the target behavior too high or too low?
•    Was the amount of behavior change substantial?
•    What might I do differently during the process the next time?

Consider that behavior management techniques do not fit all situations and all students. Choosing an appropriate behavior modification technique depends heavily on the student and the severity of the behavior. Behavior change does not occur immediately. Teachers need to give interventions enough time to take effect.

Reference
Lavay, B., French, R., & Henderson, H. (2007). A practical plan for managing the behavior of students with disabilities in general physical education. Journal of Physical Education, Recreation & Dance, 78(2), 42-48.