Key concept: There are many valid barriers to implementation of recommendations. Having a discussion about these barriers, developing ideas of ways to potentially work around the barriers, can help support implementation of recommendations.
Money: "You might be thinking, how will we implement some of these recommendations from our team with no additional funding. As we go over each recommendation, let's frankly talk about whether additional funds are necessary, or whether we can do this in lieu of some of the things we have been using that haven't worked."
Time: "Let's talk about the issue of time to do these changes if you think that might be a barrier. You've said that implementing the plan is going to take too much time from your instruction. I'd like to tell you about another teacher who had similar thoughts - they were struggling to implement the reinforcement plan, because they felt like the didn't have time. But, when we talked about it, they realized they were spending an average of 15 minutes per class period redirecting the student and the repercussions of the challenging behavior. When they tried implementing the reinforcement schedule, they realized it took less time than managing the off-task behavior."
Lack of expertise: "In my experience doing some things in a different way is like learning to drive a car. It seems difficult at first, but with practice, it gets easier. I can have Dana come in and model what we are talking about and give you feedback as well until we get this off the ground. That might really help. What do you think, Kayla?"
Lack of commitment to teaching in general, and to individualized supports in particular: "Teaching really has become a challenging career, hasn't it. There are so many changes to keep up with! It sure would be easier if all the students in this class would perform like Jayden, huh. But since they don't, we'll have to put in supports for others until their behavior is up to our expectations, just like we design lessons for students whose academics aren't on grade level yet. I know Ms. Kennedy (principal) is really planning on focusing on how to help teachers better individualize supports for the students so they can reach high academic standards. I can help you really enhance their performance and it will really stand out at this school."
Involve principal, have them thank the teacher in advance for their efforts, communicating compassionately the extent of scrutiny and feedback which will be given by the principal for outcomes.
Lack of monitoring/performance appraisals: "Ms. Kennedy (principal) tells me they will be closely watching outcomes this year for all of our students. Together, I think we may be able to make a difference for your three most challenging students. I'll be able to check in about once a week to see what support you need, and I know Ms. Kennedy will be dropping by your classroom - and no doubt asking me if their behavior is coming along as well."
"I understand that in the past you have not wanted to use individualized reinforcers for behavior that you expect all your 4th
graders to exhibit, Kayla. I also wish Kai would switch to a new behavior instead of having a tantrum to show displeasure without reinforcement. It would be so much easier for teachers! But what we know about behavior change is this: the student was getting something or avoiding something in the past with this behavior. Until they can get what they want or appropriately express displeasure, using the new behavior we will teach, Kai will fall back on the old behavior. It is such a habit. We need Kai to really recognize the benefits of the new behavior and generalize it to lots of situations. Only reinforcement will do that. Let's talk about how we can do that with minimal disruptions in your class. Once Kai is showing us the behavior consistently, we can begin to slowly back off on reinforcers."