Why Districts Benefit from External Expertise in Behavior Support
Written by Ashley Cotton, MEd
As a former school administrator, I was faced with the issues that all school districts are currently facing: not having enough teachers and other school personnel to run a building effectively.
In the field of education, we are currently facing major staffing obstacles, including a lack of certified teachers, paraprofessionals, non-certified personnel, and specialists such as school psychologists, social workers, speech pathologists, and the list continues. School administrators would love to have all of these critical positions filled, but the reality is, we do not and will not have the capability anytime soon. This has forced districts to explore alternatives, such as relying on external experts to provide support for student behavior.
I have personally found that these external experts have brought a “breath of fresh air” to the current drained world of education. Additionally, classroom management and behavioral support are among the top areas in which all school personnel report needing the most help. Many times, school staff who deal with challenging behaviors on a daily basis become so engulfed in the student that they will allow emotions to take charge. Allowing external expertise to come in, observe in multiple settings, use notes and knowledge to create a plan for the student, and reflect on their findings, makes supports more targeted and highly effective. External experts who specialize in behavioral supports, such as school psychologists, social workers, BCBA’s, and those experienced in Tier 2 and 3 interventions, bring a higher level of research-based expertise that school districts today, sadly, do not have access to.
“Many times, school staff who deal with challenging behaviors on a daily basis become so engulfed in the student that they will allow emotions to take charge.”
Students with hefty behavioral needs usually require highly individualized behavior plans. External experts can come in with a clear head, fresh ideas, and provide detailed behavior plans that go beyond what school personnel would normally focus on. I have also found that these behavioral supports need to be clearly documented, which assists with legal compliance.
With the growing need for behavioral supports in a school setting becoming challenging for staff, the number of school personnel qualified in the areas of behavioral support is very slim. Those employed by the school district are often overworked due to understaffing within these districts. Hiring external experts can reduce burnout within the school setting and increase staff retention. Managing constant behavioral challenges without proper training can lead to frustration, stress, and turnover within the building. External experts can lighten the load by providing effective interventions, which in turn helps maintain morale and staff retention.
“External experts can lighten the load by providing effective interventions, which in turn helps maintain morale and staff retention.”
While hiring external expertise has an upfront cost, it can save money over time by suppressing prolonged academic and behavioral struggles, preventing costly disciplinary hearings, alternative placements, and potentially even lawsuits. Once the partnership between the external experts and the school is solidified, districts can then benefit by allowing the external experts to conduct professional development sessions, work with small groups within the school team, and even conduct one-on-one sessions with personnel who need the most assistance. Opening up this line of communication is extremely beneficial and helpful.
During a focused, one-on-one consultation, the external expert will conduct a thorough assessment of the issue(s), perform walk-throughs, observe the classroom dynamics, and review existing data. After completing the steps above, I’ve seen focused behavioral meetings occur with the persons involved and be very effective. In moderate to severe cases, the external expert may want to develop an individualized behavior intervention plan for the observances with the most significant need. Having this “outside professional” observe, discuss their findings, and come up with a plan is often welcomed by the involved school parties. Much of what the external expert presents is often not even considered by the school parties involved. This is another reason bringing in the “experts” is so valuable and welcomed.
“Having this “outside professional” observe, discuss their findings, and come up with a plan is often welcomed by the involved school parties.”
Overall, I have witnessed firsthand that inviting external behavioral experts into these processes has improved not only student behavior but also increased academic success. Another very clear observation and benefit was a more positive and sustainable school environment. Teachers cannot effectively teach if positive behavioral engagement is lacking or missing altogether, and students are not willing to learn.
