Student Goals And Intervention Plan Templatepart 1 Intervention ✓ Solved

Student Goals and Intervention Plan Template Part 1: Intervention Plan

Operationally Defined Target Behavior:

Goal 1 (Function of behavior focus: attention):

Replacement behavior:

Specific steps to change behavior (antecedent modifications):

Strategies to manage situations (to reduce target behavior):

Rewards and reinforcements:

Progress monitoring (what data will be collected and in what manner):

Steps to resolve any escalation:

Goal 2 (Function of behavior focus: tangible):

Replacement behavior:

Specific steps to change behavior (antecedent modifications):

Strategies to manage situations (to reduce target behavior):

Rewards and reinforcements:

Progress monitoring (what data will be collected and in what manner):

Steps to resolve any escalation:

Goal 3 (Function of behavior focus: escape):

Replacement behavior:

Specific steps to change behavior (antecedent modifications):

Strategies to manage situations (to reduce target behavior based on data from observations):

Rewards and reinforcements:

Progress monitoring (what data will be collected and in what manner):

Steps to resolve any escalation:

Part 2: Intervention Plan (if strategies to reduce target behaviors are unsuccessful): Be specific as to how an escalated behavior will be safely handled in your classroom.

Part 3: Summary After completing the intervention plan, include a 50-100 word summary describing the role Mrs. Thomas has in communicating Michael’s needs to and collaborating with Michael’s general education teachers.

Paper For Above Instructions

Intervention plans are essential in fostering positive behavior changes among students facing challenges in the classroom. This paper outlines an intervention plan for a fictional student, Michael, with specific goals focusing on attention, tangible rewards, and escape behaviors. The intervention aims to identify target behaviors, establish replacement behaviors, and develop strategies for monitoring progress and addressing escalations.

Target Behavior and Goals

Target behaviors are defined as actions that need modification to facilitate better learning opportunities and social interactions. The intervention plan will focus on three primary goals, each addressing a different function of behavior.

Goal 1: Attention-Seeking Behavior

The first goal aims to decrease Michael's attention-seeking behaviors, which disrupt his learning and that of his peers. The replacement behavior for attention seeking could be raising his hand to contribute to class discussions rather than calling out.

Specific antecedent modifications to assist in this transition include structured and engaging lesson plans that capture Michael's interest. For example, incorporating interactive group activities could sustain his focus and minimize distractions.

Situational management strategies involve close monitoring during class activities, ensuring Michael receives praise for appropriate attention-seeking behaviors. The introduction of a reward system, where Michael earns tokens for appropriate behavior, can serve as reinforcement. These tokens can later be exchanged for tangible rewards, such as extra recess time or a preferred activity.

Progress monitoring will involve collecting data through direct observation and recording the frequency of attention-seeking behaviors versus instances of raising his hand during the class. Regular assessments will help track improvement as well as determine the effectiveness of the intervention.

In the event of an escalation, immediate de-escalation strategies, such as providing Michael with a break to cool down or allowing him to express his feelings through a safe channel, will be in place to prevent further disruption.

Goal 2: Tangible-Seeking Behavior

The second goal addresses situations where Michael exhibits behaviors to obtain tangible items. The replacement behavior could involve asking for items politely rather than grabbing or demanding them. This can be modeled during class activities and reinforced through role-playing exercises.

Anticipatory changes, such as ensuring Michael understands classroom rules about sharing resources ahead of time, can prevent potential conflicts. Strategies for managing this behavior include regularly scheduled sharing times where each student has the opportunity to use communal resources.

A system of rewards, where Michael earns points towards a larger prize for positively engaging in shared activities, can effectively foster desirable behavior. Progress monitoring will be conducted through daily logs and observation charts, helping teachers track Michael’s interactions and compliance with sharing norms.

If behavioral escalations occur, a calming corner can be established for Michael, where he can retreat when feeling overwhelmed, preventing incidents of aggressive or impulsive behaviors.

Goal 3: Escape Behavior

The final goal seeks to address Michael's escape behaviors, which he may exhibit when faced with challenging tasks. Replacement behaviors include asking for assistance rather than disengaging or becoming disruptive. Prior to new tasks, reviewing group expectations and providing clear instructions can help mitigate potential escape instances.

Managing escape behaviors involves creating a supportive environment that encourages perseverance. Utilizing tools such as checkpoints during longer tasks allows Michael to see his progress and receive the help he needs in real-time.

Rewards for completing challenging tasks without attempting to escape can be set in place, contributing to Michael's motivation. Progress can be monitored with checkpoint assessments to determine his engagement and performance levels.

In case of an escalation, calming strategies such as interim breaks or a brief time-out period can be implemented to provide Michael with space to regroup.

Intervention Plan Summary

In summary, Mrs. Thomas plays a vital role in collaborating with Michael's general education teachers. She is responsible for communicating his specific needs and ensuring they understand the intervention strategies implemented in the classroom. Regular collaboration meetings will help align instructional approaches and behavioral expectations, promoting consistent support for Michael’s academic and social development.

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