When faced with difficult situations, children may occasionally lose their temper or experience emotional outbursts. Behavior issues, such as uncontrolled tantrums, aggressive physical behavior, and repetitive emotional outbursts, may interfere with children’s ability to function in school and may cause turmoil at home.
Targeted behavior interventions tailored to meet each child’s needs can prevent these challenging behaviors and teach children to use communication through positive behaviors in response to challenges. Effective behavior intervention plans can effectively minimize negative behaviors and ensure a healthy educational environment that optimizes learning and can improve family interactions.
This article presents examples of positive behavior intervention plans and strategies. It describes applied behavior analytic assessment and intervention, including the ABC model of behavior assessment. It also outlines the benefits of earning a Master of Science in Applied Behavior Analysis to prepare for a career in applied behavior analysis.
What Is a Behavior Intervention Plan?
A child who struggles in school may require an individualized education program (IEP) that describes the goals that a team of educators have established for the child during a school year. Key to the IEP’s success is identifying any special support required to reach specific goals. The plan’s special support needs often include a behavior intervention plan that is designed to teach and reinforce positive behaviors.
What is a behavior intervention plan? BIPs, which are also called positive intervention plans, are customized to the needs, abilities, and skills of the child:
- They are individualized.
- They are positive.
- They are consistent.
The BIP has many distinct components:
- Skills training to promote appropriate behavior
- Alteration of the classroom or learning environment to minimize or eliminate problem behaviors
- Strategies to encourage appropriate behaviors that replace problem behaviors
- The support the child will need to behave appropriately
- Collection of data to measure the child’s progress
Types of Behaviors the Intervention Plan Aims to Minimize
Teachers understand the importance of setting classroom rules and expectations. The rules and expectations must be clearly communicated to students and enforced when necessary. The intervention plan is intended to guarantee that all children benefit from a safe, nurturing learning environment. The behaviors that an intervention plan addresses may include some of the following:
- Making noise in class
- Disrupting other students
- Talking out of turn
- Intentionally creating a power struggle with the teacher
- Distracting the learning process by repeatedly arguing over minor issues
- Brooding, rudeness, or negative mannerisms in class
- Overdependence on teachers or other students
Preventive Strategies: Encouraging Positive Behaviors
To manage their classrooms, many teachers tend to focus on problem behaviors. Another way to prevent and reduce challenging behaviors is by acknowledging correct behaviors and praising small successes.
Vermont-NEA (The Union of Vermont Educators) describes strategies for effective behavior management in educational settings:
- Stay calm at all times, and demonstrate to the students that the teacher is in charge.
- Give instructions as simple, direct statements rather than in the form of a question or request.
- Make sure that students know when it’s time for them to give the teacher their full attention.
- Use the student’s name when giving praise and when disciplining, and make sure the student understands which action triggered the praise or discipline.
The Personalized Nature of Behavior Intervention Plans
The success of a BIP depends on the participation of the students in crafting plans that address their unique situation, character, and personality. Encouraging the student to participate in planning may help build rapport and motivate the student to agree to pursue the plan’s goals. The right plan will be something the student looks forward to rather than something seen as a chore or an embarrassment.
- Ask the student about the goals to be achieved, and include those goals in the plan along with the goals set by parents and educators.
- Make sure that the student understands which behaviors to exhibit in specific situations, so the student will be able to recognize behavioral improvement.
- Provide highly motivating reinforcers, such as items or rewards that would motivate the student, for appropriate behaviors to encourage participation.
- Include in the plan graphics or other elements that represent the student’s interests, such as favorite movie or cartoon characters and other items that the student will respond favorably to.
How Applied Behavior Analysts Collaborate to Devise Individualized Strategies
In a paper published in the journal Behavior Analysis in Practice, researchers Collin Shepley and Jennifer Grisham-Brown identify gaps between research and practice in the application of behavioral analysis in schools. The researchers point out that more than 25% of applied behavior analysts work in schools, which is the second-largest employment sector for applied behavior analysts after health care.
However, the emphasis on blended practices that individualize education for all students requires the participation of many different parties, including educators, behavior analysts, and parents. A curriculum framework that supports blended practices combines data-driven decision making; professional development; and a leadership plan involving teachers, children, and families.
The role of behavior analysts in such team settings entails several activities:
- Identifying the behaviors to target for instruction
- Determining the prerequisite skills to address the target behavior
- Selecting socially appropriate replacement behaviors based on the functional behavior assessment
The researchers emphasize the importance of collaborative working relationships to the long-term success of positive behavioral interventions. Elements of success include agreeing on roles and responsibilities, understanding the goals of the interventions, and establishing criteria for terminating or reevaluating the relationship.
Applying Strategies at Home in Extraordinary Circumstances
A key to the success of positive behavior interventions is consistency. Disruptions in students’ routines, such as the response to the COVID-19 pandemic, make it even more difficult to implement and maintain intervention plans. In addition to requiring drastic changes in children’s daily routines, the pandemic creates anxiety and uncertainty that can discourage positive behaviors.
The Texas Education Agency provides a checklist that parents and educators can use to support challenging behaviors at home:
- Adjust the child’s IEP and BIP to the home learning environment, and encourage parents and guardians to promote replacement behaviors and self-regulation skills.
- Remove distractions from the home learning environment, keep all required materials well organized, and set a schedule that matches the child’s learning style (including breaking assignments into small chunks).
- Encourage parents to respond calmly when a child misbehaves and to focus on the replacement behavior using the same reinforcers that are applied in school settings.
What Is a Positive Behavior Intervention System?
A positive behavior intervention system integrates data, support systems, and intervention practices with the goal of improving social and academic outcomes for individuals with behavior issues. This proactive, systematic framework drives the success of the intervention.
Integrating Data, Support Systems, and Intervention Practices
The Office of Special Education Programs (OSEP) Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) describes the three-tiered evidence-based framework designed to ensure the social and academic success of all students:
- Tier 1, Universal Prevention, applies to all students and emphasizes prosocial skills and expectations by teaching appropriate behaviors.
- Tier 2, Targeted Prevention, applies to some students and focuses on supporting students who are at risk of developing more serious behavior problems.
- Tier 3, Intensive, Individualized Prevention, applies to the small proportion of students whose behavior doesn’t improve after applying Tier 1 and Tier 2 support. The students in this group include those with developmental disabilities, autism spectrum disorder (ASD), and emotional and behavioral disorders.
All three tiers combine three components to achieve their desired outcomes:
- The systems component encompasses the mechanisms used by the school to design and implement educational practices that promote student achievement.
- The data component covers the collection, analysis, and application of data about students to improve academic outcomes.
- The practices component describes the implementation of research-backed strategies that achieve the goals targeted by the BIP.
Improving Social and Academic Outcomes
Just as IEPs are geared to individual students, the multi-tiered system of supports (MTSS) involves the entire school community in improving behavioral and academic outcomes. The goal of the MTSS process is to provide every student with early access to individualized academic and behavior interventions based on the student’s specific needs.
Ensuring effective social and emotional functioning requires positive behavioral supports to increase academic engagement, minimize problem behaviors, and improve academic outcomes. Achieving this goal requires strong leadership and collaboration among educators and behavior interventionists as part of teams that include principals, classroom teachers, school psychologists, social workers, and guidance counselors.
Examples of Positive Behavior Intervention Strategies
Positive behavior intervention strategies include designing routines, implementing silent signals, assigning tasks, and setting expectations. These strategies help encourage positive behaviors from individuals while simultaneously suppressing negative behaviors.
The goal of intervention strategies is to understand that the problem behaviors are a means of communicating and to respond with compassion. This establishes a trusting relationship between students, families, teachers, and behavior analysts that shifts from fixing students to understanding them.
Designing Routines
Routines are a component of every successful classroom, but they’re also effective in addressing inappropriate behaviors in home settings. Routines provide students with more time to spend on learning by reducing the time required to transition from one task or activity to another.
Classroom routines describe the procedures for many common activities:
- Turning in work
- Passing out materials
- Making up for missed work
- Establishing arrival and dismissal procedures
- Providing options to occupy students when they finish an assignment
- Transitioning between activities
Using Silent Signals
The use of silent signals to discourage problem behaviors in the classroom provides many benefits:
- They establish a working relationship with the student without calling out the negative behavior.
- They’re quick and easy, so there’s no loss of instruction time.
- They help build the student’s self-esteem and encourage the student to participate.
Examples of silent signals include returning the student’s attention to the current activity or assignment, redirecting misbehavior, helping students who struggle to talk in front of the class, encouraging reluctant students to participate, and praising students when they behave well or succeed at a task.
To use silent signals, teachers should meet with the student individually to explain their tacit communication methods, allow the student to decide the methods whenever possible, set a cue for the student to use when wanting to participate, and use as many positive and encouraging signals as negative ones.
Applying Task Assignments
The curricula and assignments can be modified in many ways to promote positive behaviors in students:
- Ensure the material is appropriate for the students and properly motivates them to learn.
- Change the number or difficulty of assignments to avoid overwhelming students.
- Divide difficult assignments into several parts.
- Assign tasks that require the active participation of the students.
- Shorten lessons or change the pace of the instruction.
- Help students maintain a planner for their assignments.
- Use multiple modes of instruction, such as video, audio, and hands-on exercises.
- Increase the amount of reinforcement and the frequency of task-related recognition.
Setting Expectations
Before teachers can set expectations for students, they must have a plan for operating the classroom. They must understand the characteristics of their students, and they must know what the school expects students to achieve. The expectations communicate to students how they’re required to act toward other students and school staff. They also let students know the standards they’re expected to live up to and the structure in which their education will be provided.
The expectations should be developed with input from students to increase their sense of ownership and make it more likely they’ll behave as the guidelines describe. The expectations must be appropriate to the grade level and abilities of students. They must be posted prominently and communicated clearly and regularly to students. The consequences for failing to meet the expectations must also be clear to students.
Resources for Creating a Positive Behavior Intervention System
Here are some resources for developing and implementing PBIS strategies:
- The OSEP Technical Assistance Center on PBIS provides a guide to resources for using PBIS to increase racial equity, as well as four resources designed to support students during the COVID-19 pandemic.
- The U.S. Department of Education’s Office of Special Education and Rehabilitative Services features a list of resources available through various federal government agencies. The department also offers information for educators and families on services available through the Individuals with Disabilities Education Act.
- The National Education Association has compiled guidelines for schools in the process of implementing positive behavior intervention systems.
The Three Tiers of Positive Behavior Intervention and Support Strategies
The tiered nature of positive behavior intervention and support strategies is designed to accommodate the education and social needs of all students in school and at home. Particular systems and practices correspond to how the three tiers meet the needs of students in general, students who exhibit skills deficits, and students who need IEPs:
- Universal Prevention (Tier 1) addresses the behavior and academic needs of all students through the core program.
- Targeted Prevention (Tier 2) addresses the needs of some students who require help to develop specific skill deficits.
- Intensive, Individualized Prevention (Tier 3) addresses the higher level of attention and resources a few students will require to improve behavior and academic performance.
Applied behavior analysts work with educators and parents to implement each of the three support strategies in classroom and home settings as part of comprehensive positive behavior intervention plans.
Strategies and Goals Between the Three Tiers
Tier 1 serves as the foundation for Tier 2 and Tier 3 by creating a school-wide program that identifies students who need additional support.
- The Tier 1 leadership team monitors school-wide data and makes sure that all students in need have equal access to support services. The team also evaluates the program’s overall effectiveness.
- The Tier 2 team identifies students who are at risk of developing more serious behavior and academic problems. The team participates in group interventions in which 10 or more students typically participate.
- The Tier 3 team works with the 1% to 5% of students whose needs aren’t met by the programs offered in the first two tiers. The team often works directly with individual students who have disabilities, emotional or behavioral disorders, or no diagnostic label.
How Applied Behavior Analysts Implement Each Support Strategy in a Classroom
Applied behavior analysis studies the environmental events that are critical to understanding and changing children’s behaviors in the classroom and in the home. It examines behaviors based on the relationship between antecedents and consequences:
- Antecedents describe what happened just prior to the behavior.
- Consequences describe what happened immediately after the behavior.
For Tier 1 and Tier 2 students, the support strategy can be integrated with standard instruction and may require occasional instruction in small group settings. Tier 3 students in particular are likely to require supplementary aids and services in education settings. The services must be effective in reaching the student’s education and behavior goals without stigmatizing the student.
The skills taught to Tier 3 students focus on adjusting to classroom learning:
- Participate and learn in a group.
- Initiate and sustain reciprocal peer interactions.
- Complete seatwork assignments.
- Communicate needs clearly.
- Follow classroom routines.
- Reduce problem behaviors that interfere with learning.
- Self-regulate, make inferences, and consider the perspective of others.
How Applied Behavior Analysts Implement Each Support Strategy in Homes
Applied behavior analytics has proven effective in teaching skills that are useful in the home and community. Instruction may take place one-to-one or in groups using techniques like positive reinforcement to encourage appropriate behaviors in various settings.
- In collaboration with the family, the analyst first establishes a goal behavior.
- Each time the student uses the behavior or skill, the student is rewarded in a meaningful way.
- Over time, the rewards encourage repetition of the goal behavior or skill, and it becomes a meaningful behavior change.
What Is a Positive Behavior Intervention System?
Applied behavior analytic intervention strategies are used to treat challenging behaviors that may be displayed by individuals on the autism spectrum. Behavior analysts typically start by assessing these challenging behaviors. The information collected during an Antecedent-Behavior-Consequence (ABC) assessment is integrated in applied behavior analytic intervention strategies. Once an intervention protocol is designed, targeted and consistent treatment can be implemented. Early intervention is key to successfully reducing such behavior problems.
Applied Behavior Analytic Intervention to Treat Individuals with Autism
The primary concern of behavior intervention strategies for students on the autism spectrum is to individualize the program to the education and behavior goals of the student. The process begins with a detailed assessment of the student’s abilities, interests, preferences, and family situation. Goals are based on the student’s age and level of ability.
- Communication and language
- Social skills
- Self-care (e.g., hygiene, independent living skills)
- Play and recreation
- Motor skills
- Learning and academic skills
Each skill is reduced to small, specific steps that the analyst teaches one at a time using various techniques. The analyst tracks the student’s progress and communicates with the family and other program team members.
The Importance of Early Intervention to Address Disruptive Behaviors
The U.S. Centers for Disease Control and Prevention (CDC) highlights the importance of early intervention to address disruptive behaviors in all children, including neurotypical children and children with ASD. The agency cites studies that link disruptive behavior disorders present in all children to a higher risk of such long-term problems as mental disorders, violence, and delinquency.
The most effective treatment approaches are group parent behavior therapy and individual parent behavior therapy with the child’s participation.
Certain situations increase the likelihood of a child exhibiting disruptive behaviors. Applied behavior analysts, teachers, and parents can prevent and minimize such behaviors by anticipating the times, occasions, and activities that are most likely to precede disruptive behaviors. Similarly, by identifying children who are most likely to have small or occasional behavior problems become more serious, intervention teams can steer the children away from negative behaviors and toward positive alternatives.
Educators and analysts can help parents spot the signs of behavior problems in their children by encouraging parents to perceive situations from the child’s perspective. This helps parents prepare children for future situations and activities that the children may struggle with.
- Parents are encouraged to teach children many different words they can use to express their emotions and feelings.
- Parents help children develop problem-solving skills, so they can imagine alternative solutions when problems arise.
- Parents are instructed to use if-then statements to help children learn to wait patiently for their favorite activities.
Integrating the ABC Assessment Tool in Applied Behavior Analytic Intervention
An ABC assessment is used to help intervention teams understand why certain behaviors occur and which consequences are likely to affect whether the behaviors will be repeated.
- An antecedent occurs immediately before the disruptive behavior.
- The behavior that results is the child’s response or lack of response, whether verbal, an action, or other form.
- A consequence occurs immediately after the behavior, whether positive reinforcement of a desired behavior or no reaction to incorrect or inappropriate behaviors.
Children have abundant opportunities throughout the day to learn and practice skills that promote positive behaviors. Parents, family members, and caregivers are trained to support learning and skills practice whenever the opportunity arises. The intervention plan emphasizes positive social interactions and enjoyable learning.
Striving Toward Positive Behavior
The work of applied behavior analysts helps educators, families, and communities ensure that all children receive the assistance they need to achieve their academic and social goals. Programs such as Regis College’s online Master of Science in Applied Behavior Analysis prepare applied behavior analysts for careers helping children, families, and educators gain maximum benefit from the educational opportunities that are available to them.
Learn more about how the Regis College online Master of Science in Applied Behavior Analysis program helps students pursue their professional goals.
Recommended Readings
How Parents Can Support Children with ASD or Other Behavior Issues While Under Covid-19 Quarantine
What Are Some Examples of Positive Behavior Supports in the Classroom?
What Is a Behavior Intervention Plan, and Why Is It Important in ABA Therapy?
Sources:
Autism Speaks, Applied Behavior Analysis (ABA)
BookWidgets, “Handling Challenging Behavior Problems in the Classroom”
Child Mind Institute, Disruptive Behavior: Why It’s Often Misdiagnosed
Classcraft, “How to Use PBIS Strategies in the Classroom”
Crisis Prevention Institute, “Top 10 Positive Behavior Support (PBIS) Online Resources”
Indiana Department of Education, Positive Behavioral Interventions & Supports (PBIS)
KidsHealth, Individualized Education Programs
Ohio Department of Education, PBIS for Educators
PBIS World, Non-Verbal Cues & Signals
ASERT, Using Applied Behavior Analysis to Educate Students with Autism in Inclusive Environments
Project IDEAL, Developing Classroom Expectations
Social Emotional Workshop, “Personalize Behavior Plans for Student Buy-In”
STAR Autism Support, Applied Behavior Analysis for Your Classroom
TeachHub.com, “Classroom Management: Develop Clear Rules, Expectations”
Texas Education Agency, COVID-19: Supporting Challenging Behaviors at Home
U.S. Centers for Disease Control and Prevention, Autism Spectrum Disorder (ASD)
U.S. Department of Education, IDEA
U.S. Department of Education, OSERS
Understood, “Positive Behavior Strategies: What You Need to Know”
Vermont-NEA, Behavioral Intervention Guide
WeAreTeachers, “Ways to Encourage Good Behavior, Without Junky Prizes or Sugary Sweets”
Wrightslaw, When Does the IEP Team Have to Develop a Behavior Intervention Plan (BIP)?
FAQs
What are the behavior intervention strategies? ›
Positive behavior intervention strategies include designing routines, implementing silent signals, assigning tasks, and setting expectations. These strategies help encourage positive behaviors from individuals while simultaneously suppressing negative behaviors.
What is a behavioral intervention in education? ›A behavioral intervention plan, or BIP, is a written plan to help a student who is struggling to behave in class. It's created for children who repeatedly misbehave at school and whose behavior is significantly impacting their learning. BIPs aim to stop problem behaviors by rewarding good ones.
What is the meaning of behavioral intervention? ›Behavioral interventions are interventions designed to affect the actions that individuals take with regard to their health. The typical medical intervention is a clinical trial of a particular drug, surgery, or device.
What are the 4 key components of a behavior intervention plan? ›Essentially, the BIP shows the student a more positive way of meeting his or her needs. The steps of a Behavior Intervention Plan are best remembered through the 4 Rs: reduce, replace, reinforce, and respond! Finally, remember that consistency is the key to success!
What are 5 examples of intervention strategies? ›- Behavioural Interventions. ...
- Collaborative Interventions. ...
- One-to-One Interventions. ...
- Classroom-Based Interventions. ...
- Social, Emotional and Wellbeing Interventions. ...
- Peer Tutoring. ...
- Metacognition and Self-Regulation. ...
- Homework.
Behavior therapy refers to a set of therapeutic interventions that aim to eliminate maladaptive, self-defeating behaviors and replace them with healthy, adaptive behaviors.
What are the three components of behavioral interventions? ›good behavior support plan should include three components: prevention strategies, teaching replacement skills, and responses to challenging behaviors ( Lucyshyn et al., 2002).
What is an example of behavioral approach in education? ›A common example of behaviorism is positive reinforcement. A student gets a small treat if they get 100% on their spelling test. In the future, students work hard and study for their test in order to get the reward.
What is positive behavioral intervention strategies? ›Introduction of Strategy
Positive behavioral interventions and supports (PBIS) is a schoolwide systems approach aimed at establishing positive student culture and individualized behavior supports necessary to create a safe and effective learning environment for all students (Sugai & Horner, 2009).
The predominant four functions of behavior are attention, escape, access, and sensory needs. These four functions allow us to understand and categorize someone's actions, as well as determine why behaviors occur.
What should behavior intervention plans include? ›
A behavior intervention plan (BIP) is a written improvement plan created for a student based on the outcome of the functional behavior assessment (FBA). The FBA should identify what is maintaining or causing a challenging behavior, and the BIP specifies the actions to take to improve or replace the behavior.
What are the four basic steps of intervention? ›- Make a plan. A family member or friend proposes an intervention and forms a planning group. ...
- Gather information. ...
- Form the intervention team. ...
- Decide on specific consequences. ...
- Make notes on what to say. ...
- Hold the intervention meeting. ...
- Follow up.
The intervention checklist is a guide for preparing an intervention to get a person into appropriate treatment. It is designed to be used in conjunction with the book Love First or a professional interventionist. Don't plan an intervention using the checklist alone.
What are sample intervention strategies for students? ›- Phone call home.
- Home visit.
- Classroom observation.
- Pre-correction conversation.
- Preventative problem-solving plan.
- Student and/or parent meeting with Support Team.
- WOOP (student goal-setting)
- Review cumulative folder.
Once a problem has been identified as needing intervention, the process of designing an intervention can be broken down into six crucial steps: (1) defining and understanding the problem and its causes; (2) identifying which causal or contextual factors are modifiable: which have the greatest scope for change and who ...
What are Big 5 interventions? ›The Big Five refers to Phonological Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Together, these are the necessary components of quality, comprehensive reading instruction.
What are three intervention strategies for challenging behaviour? ›- Assess the behaviour, focus on its influences, triggers and function (such as what purpose it serves). ...
- Develop a behaviour support plan and/or individual education plan.
- Consider if any environmental changes need to be made, for example changing the classroom set up.
- Provide a calm environment.
- Minimize distractions.
- Emphasize routine.
- Behavioral expectations should reflect behavioral abilities.
- Focus on assisting student rather than disciplining.
- Provide a time out/study area away from the group.
- Make sure the student feels safe.
There are three main types of behavior goals: increase general positive behavior, decrease challenging behavior, use of a replacement behavior. These goals can be included in an IEP in a variety of ways to best support the student's needs.
Why is behavior intervention strategies important? ›Behavioral Interventions are essential for providing behavioral support to those students who display challenging behaviors. Interventions lead students to improved behavior so they can achieve success. Different types of student behavior require different types of interventions.
What are the two intervention strategies to facilitate behaviour change? ›
The nine behavior change interventions include (1) education (increasing knowledge or understanding): e.g., continuous medical education; (2) persuasion (using communication to induce positive or negative feelings or stimulate action): e.g., reminders; (3) incentivization (creating expectation of reward): e.g., payment ...
What is a positive intervention plan? ›A positive behavior intervention plan (BIP) is a written proactive document that is part of the child's IEP; it must be followed by anyone who is working with the child in an educational setting. It includes strategies to help reduce or prevent challenging behaviors by teaching new skills and reinforcing them.
What are the three types of behavior learning? ›The three types of learning in psychology are classical conditioning, operant conditioning, and observational learning.
How will I apply behavioral approach in the classroom? ›- Teacher leads the class through a topic.
- Students listen silently.
- Teacher then sets a task based on the information.
- Students complete the task and await feedback.
- The teacher gives feedback, then sets the next task.
- With each round of feedback, the student is being conditioned to learn the material.
Examples of proactive strategies include modifying task characteristics, reorganizing the physical setting, clarifying routines and expectations, revising the activity schedule, changing social interactions, providing more opportunities for choices, enhancing the predictability of the setting, and addressing ...
What are four positive strategies for reducing challenging behaviors? ›- Use words, hugs and kisses to recognize positive behaviors.
- Remove from your child's reach things that are not for children or are dangerous.
- Always have toys and fun things at home, in the car, in your bag and when you travel.
- 1) Be Consistent with Rules. ...
- 2) Get the Students Full Attention Before Telling Them Anything. ...
- 3) Use Positive Language and Body Language. ...
- 4) Mutual Respect. ...
- 5) Have Quality Lessons. ...
- 6) Know Your Student. ...
- 7) Be Able to Diagnose Learning Problems. ...
- 8) Routine.
Every instance of challenging behavior has 3 common components, an Antecedent, a Behavior, and a Consequence. These are known as the ABC's of behavior.
What are the four basic principles of behavior? ›The principles of ABA applied behavior analysis target the four functions of behavior, which include: escape or avoidance, attention seeking, access to tangibles or reinforcements, and instant gratification (or “because it feels good”).
What are the 4 components of behavior? ›There are four inseparable components of behavior—action, thinking, feeling and physiology.
How do you write an intervention plan? ›
- Step 1: Define the outcome. ...
- Step 2: Carefully plan your intervention. ...
- Step 3: Start small. ...
- Step 4: Scale up your intervention. ...
- Step 5: Make sure you're monitoring progress. ...
- Step 6: Share best practice!
The Behavior Support Plan should outline measurable behavior goals for the student to work towards. For example, if the student stands up from their desk to get the teacher's attention, a matching replacement behavior goal could be teaching the student to raise their hand to request attention instead.
What are the 12 principles of intervention? ›The principles can be applied to techniques. These 12 principles include respect, rapport, joining, compassion, cooperation, flexibility, utilization principle, safety principle, generative change, metaphoric principle, goal orientation, and multi-level communication principle.
What are the three 3 levels of intervention? ›- Tier 1: Whole Class Instruction.
- Tier 2: Small Group Interventions.
- Tier 3: Intensive Interventions.
- Tier 1: The whole class.
- Tier 2: Small group interventions.
- Tier 3: Intensive interventions.
These 12 principles include respect, rapport, joining, compassion, cooperation, flexibility, utilization principle, safety principle, generative change, metaphoric principle, goal orientation, and multi-level communication principle.
What is basic intervention? ›A variety of basic actions can be used to prevent and control infections. WHO's guidelines on core components of infection prevention and control programmes promote the implementation of standard precautions such as[17]: Hand hygiene.
What are the core components of an intervention? ›Core components can be cast as theory-driven, empirically derived principles and then further operationalized as the contextual factors, structural elements, and intervention practices that are aligned with these principles.
What are the 4 techniques for supporting positive behavior? ›- 1) Be Consistent with Rules. ...
- 2) Get the Students Full Attention Before Telling Them Anything. ...
- 3) Use Positive Language and Body Language. ...
- 4) Mutual Respect. ...
- 5) Have Quality Lessons. ...
- 6) Know Your Student. ...
- 7) Be Able to Diagnose Learning Problems. ...
- 8) Routine.
- Assess the behaviour, focus on its influences, triggers and function (such as what purpose it serves). ...
- Develop a behaviour support plan and/or individual education plan.
- Consider if any environmental changes need to be made, for example changing the classroom set up.
What are examples of behavior intervention plans in ABA? ›
- The student will ask for a break when needed.
- The teacher will teach the student self-calming activities.
- The student will be removed from a group after three warnings until he can show control.
Tier 3 behavioral interventions include wraparound planning. Wraparound planning is a process based on student and family strengths as well as needs across the home, school, and community. Interventions may extend beyond the structured school day.
What are the 4 main behaviors? ›What are the Four Functions of Behavior? The predominant four functions of behavior are attention, escape, access, and sensory needs.
What are 4 types of intervention options? ›- Vaccines. ...
- Nutritional interventions. ...
- Maternal and neonatal interventions. ...
- Education and behaviour change. ...
- Environmental alterations. ...
- Vector and intermediate host control. ...
- Drugs for the prevention of disease. ...
- Injury prevention.
A BIP focuses on teaching alternate behaviors that meet the child's needs and serves the same function as the behavior of concern. The process of creating a BIP is led by the individualized education program (IEP) team and includes the parents, teachers, support staff, and the student.
What is a behavior checklist ABA? ›The Behavior Problem Checklist (BPC) is a self-report measure that structures caregivers' reports of specific behavior problems, activities of daily living (ADLs) and instrumental activities of daily living (IADLs) in care recipients and inquires about the caregiver's understanding of the cause of those problems.
What are Tier 1 2 and 3 interventions? ›Tier 1 = Universal or core instruction. Tier 2 = Targeted or strategic instruction/intervention. Tier 3 = Intensive instruction/intervention.
What are Tier 2 and 3 behavior interventions? ›There are three tiers of support: Tier I: Strong school values and policies, as well as healthy classroom practices (all students) Tier II: Targeted support to groups of students that need alternative strategies to support their behavioral success (subset of students) Tier III: Individualized support (student-specific)
What are examples of Tier 2 interventions? ›Specific Tier 2 interventions include practices such as social skills groups, self-management, and academic supports. Targeted interventions like these, implemented by typical school personnel, are likely to demonstrate positive effects for up to 67% of referred students.