Tips for Supporting Teachers in Implementing Behavior Plans

Marla Watts-Pacheco, MS, BCBA — Edited by Richard Van Acker, EdD — 4 minute read
When I first started in the field as a technician, I thought I understood behavior plans. Follow the steps, reinforce the behavior, track the data—easy, right? Then, I became a BCBA and had to write the plans. Suddenly, I saw the complexity: the balancing act between theory and real-world chaos, the importance of buy-in, and, most importantly, the role of the teacher in bringing the plan to life.

Over the past six years, I’ve worked in clinics, homes, and center-based programs within an ISD, supporting students with varied needs. I’ve seen behavior plans thrive, and I’ve also seen them collect dust in a filing cabinet. What makes the difference? Teacher support. Teachers are the boots on the ground, the ones who make the plan work when no BCBA is around. So, how do we help them feel confident, supported, and not just overloaded with more tasks? Here are my top tips.
Teachers are the boots on the ground, the ones who make the plan work when no BCBA is around.
Marla Watts-Pacheco, MS, BCBA 

1. Make It a Collaboration,
Not a Command

Teachers already have a million things on their plates—lesson plans, IEPs, IEP goals (e.g., Speech, OT), tracking data, parent communication, professional development—the list goes on. It can be overwhelming when we roll in with a behavior plan that feels like a rigid checklist.

Instead of saying, "Here’s the plan, follow it," I say, "Let’s talk about what’s doable and what’s not." I frame it as a collaboration rather than an imposition. If a step in the plan feels unrealistic for a teacher managing 20 or even 10 students within special education, I ask, "What would work better in your routine?" Teachers are more likely to implement a plan they had a voice in creating.

2. Simplify, Then Simplify Again

I used to write behavior plans like a thesis paper—a big mistake. A 10-page plan with multiple steps and contingencies looks great in theory but is impossible to execute consistently in a busy classroom.

Now, my rule is: If it can’t fit on one page, it’s too complicated. I distill the plan into three sections:
  1. What’s the goal? (What behavior are we increasing or decreasing?)
  2. How do we respond? (Preventative strategies, reinforcement, consequence strategies.)
  3. How do we track it? (Simple data collection that doesn’t disrupt instruction.)
A behavior plan is only as good as its implementation. For example, I now create behavior plan “cheat sheets” with one document highlighting the setting events, antecedent events, behaviors to teach, reinforcement strategies, and redirection strategies in simple terms. Keeping it simple increases the chances of it actually being used.

3. Prioritize Training and Modeling

Telling a teacher, "Just use reinforcement," is like handing someone a cookbook and expecting them to cook a gourmet meal on the first try. We wouldn’t ask a student to master a skill without modeling and practice, so why expect that from teachers?

I make it a point to model strategies in real-time and outside of real-time. If a student is on a token system, I show the teacher how I introduce it, reinforce behavior, and fade prompts. I also invite them to try it while I coach them. This hands-on approach builds confidence way more than a PowerPoint ever could. That said, I also know that real-time training isn’t always feasible. That’s why I provide training opportunities outside of student time. Whether during a staff meeting, a professional development day, or even a quick after-school session, I make sure teachers and support staff get the chance to ask questions and practice strategies before implementing them in the classroom. This extra training time reduces stress, increases confidence, and helps ensure consistency when the student is present.
Whether during a staff meeting, a professional development day, or even a quick after-school session, I make sure teachers and support staff get the chance to ask questions and practice strategies before implementing them in the classroom.
Marla Watts-Pacheco, MS, BCBA

4. Be Mindful of the
Classroom Environment

What works in a 1:1 setting may not work in a room with 25 kids. I once had a behavior plan that relied heavily on using a break area. However, in a crowded classroom, the "break area" was a chair near the teacher’s desk with zero privacy. That wasn’t a functional option.

Before finalizing a plan, I always ask:

  • Where will this happen? (Is there space for the strategy?)

  • Who else is in the room? (Can the teacher do this while managing other students?)

  • When will this be feasible? (Does it align with the teacher’s schedule?)

It won't be sustainable if it doesn’t fit naturally into the classroom flow.

5. Acknowledge and
Validate Teachers’ Efforts

Teachers don’t get enough credit. They juggle so much, and when a behavior plan starts showing progress, I make sure to highlight their role in that success. A simple "I saw how you used that reinforcement strategy today—awesome job!" goes a long way.

I also make it a point to ask how they feel about the plan. I want them to feel comfortable telling me if something's not working. A teacher once told me, "I know we’re supposed to use a token board, but honestly, I don’t have time to manage it during group work." Instead of pushing it, we adjusted the system to use verbal reinforcement during group time and tokens during independent work. That flexibility kept the plan alive.

6. Be Available But
Respect Boundaries

Support shouldn’t stop after the initial training. I make myself available for quick check-ins but also respect that teachers have limited time. Instead of long meetings, I offer:

  • Quick email check-ins ("How’s the plan working? Any adjustments needed?")

  • Classroom visits for brief troubleshooting

  • Short video demonstrations (if teachers want a refresher on a strategy)

Sometimes, just knowing they have support makes teachers more confident in sticking with a plan.

7. Celebrate Small Wins

Progress isn’t always a big transformation—it’s the small victories that add up. Maybe a student who used to have five outbursts a day is now having three. Maybe a teacher successfully used redirection instead of engaging in a power struggle.
Progress isn’t always a big transformation—it’s the small victories that add up.
Marla Watts-Pacheco, MS, BCBA
I make it a habit to celebrate those moments. I remind teachers that even slow progress is still progress. A handwritten note, a small meeting shoutout, or even an encouraging conversation helps keep morale high.

Final Thoughts: We’re
All on the Same Team

At the end of the day, my job as a BCBA isn’t just about writing behavior plans—it’s about supporting the people implementing them. Teachers aren’t just executing my plans; they’re the ones making real change happen. When we work together, respect each other’s expertise, and find practical solutions, we create a framework where everyone benefits—especially the students.

So, to all the teachers out there: I see you, I appreciate you, and I’m here to help.
written by

Marla
Watts-Pacheco

Marla Watts-Pacheco is a qualified behavioral health professional and behavior consultant specializing in family engagement, developmental disabilities, autism spectrum disorder, and organizational behavior management. She has been a behavior analyst, behavior specialist, and ABA therapist in clinic, school, and in-home settings. Outside of her professional work, she enjoys time with her family and exploring new places with her husband. Marla is a Board Certified Behavior Analyst with her Bachelors in Behavioral Science and Masters in Applied Behavior Analysis.

EDITED BY DR. RICHARD VAN ACKER

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