Developing and Implementing an Intervention Plan: Strategies for Preventing Challenging Behaviors and Enhancing Positive Replacement Behaviors

Course work requirements:

· 12-pt font, double-spaced, 1” margins.

· 1-paragraph = 5 or more sentences.

· Clearly labeled responses (e.g. Application 2: Collaborate).

Now is your opportunity to go deeper into intervention based on a plan you will create. Please complete both Step A and Step B, below:

I have included my Data Plan (see below)

Step A: In the Application, above (Innovative Design-Data Collection), you identified antecedents, challenging behavior patterns and possible functions of behavior. Now, it’s time to decide on an intervention based on that information and create a plan! (There are many ideas laid out in Chapter 3 and 4 of the book Building Positive Momentum for Positive Behavior in Young Children.) For

Step A: complete the following:

1. Complete Table 4-Plan for Prevention (below) specific to the student on whom you’ve already gathered data.

2. Choose one of the “prevention” ideas laid out in Chapters 3-4. I took pics on the following pages and re-read the information on the strategy.

3. Outline your intervention plan using your chosen prevention idea in two pages or more and include the following information:

· Which strategy you chose and your reasons for choosing it

· How you will teach the information to the student How you will implement the plan

· How and when you will evaluate the intervention plan for effectiveness

· How and when you will revise the intervention plan if necessary

Step B: You have identified your strategy and what you will need to teach your learner. This application will allow you to get even more prepared!

Complete: Develop Your Lesson

Create a mini-lesson for your student explicitly teaching a positive replacement behavior to take the place of the behavior you are trying extinguish. This is where you get to be creative, think about the student strengths and interests and personalize this for him or her. Your lesson should be 15 minutes or longer, and should include enough detail so a colleague could teach the lesson.

Table 4.1: Plan for Prevention 

Please complete the table below for Step A of the Application. 

This is a child who I had in class this past school year. He is an 8-year-old boy with autism. He is verbal and fairly articulate. He started the school year in a new mainstream school with no support in place. When it was time for lunch the child would act out irrational daily. When presented with eating in the classroom with the teacher, the child seemed to calm down. I cannot eat in the classroom everyday with this child so new consequences were established. Giving him anxiety-reducing tools before he gets overly anxious helps stop racing thoughts and calm an anxious mind. The reward chart worked well and the child was very excited to use it. Other strategies were put into place as the year continued. He used the noise reducing headphones and also left the classroom early before the lunchroom got too busy. Visual supports explaining what will happen at lunchtime added structure to reduce anxiety. Sensory needs were also met. This tool is great for professional practice because it gives the teacher a chance to notice what is triggering the behavior and what time the problem behavior is occurring based on the data collected. This is a great tool to keep track of where and when the behavior occurred to help in identifying patterns.