The behavior plan for Felix aims to decrease tantrums and non-compliance by implementing preventative strategies like establishing consistent sleep and morning routines, using social stories to ease anxiety around transitions, and giving Felix control over a visual schedule. Felix will be taught self-soothing and communication skills like using feeling faces and a designated cool down area. Positive reinforcement through preferred activities will be provided when Felix follows the plan and uses his coping strategies.

1. This is Felix, an 8 year old boy referred for
episodes involving refusal, tantrums and
fleeing; sent home often.
1

2. Step One: Problem Identification
a. Define the problem behavior
b. Review existing data
c. Generate list of concerns
d. Prioritize behaviors for intervention
2

3. Frequency of Tantrums Over 56 Days
43% Tantrum
57% No Tantrum
Initial Problem Identified:
Felix had a tantrum during the first hour
of the morning 24 times in 56 days.

4. Peer Difficulties
Poke
Taking Things
Hit/Kick
Poke 9
Hit/Kick 9
Taking Things 12
4

5. Data on Ignoring
16
14
12
10
8
6
4
2
0
Total After Recess On Way To Class If Redirected Other
After On Way To If
Total Recess Class Redirected Other
15 8 5 2 0
5

6. Data Collection Sheet
Name: _____________________ Teacher______________
Day__________________ Date__________T ime_________
Antecedent Behavior Maintaining
Consequence
Working Ignore Directive Avoided task
Hard/Fatigued
After Recess
Carry Over Chased
On Way To Class
Preferred activity
If Redirected Lots of Attention
Non-Preferred Activity
Peer Difficulties
Card Turned
Poke
Hit/kick
Taking things
6

7. Tallying Data From All Sheets
n=45
Antecedent Behavior Maintaining
Consequence
Working Ignore Directive Avoided task
Hard/Fatigued 15
20 After Recess 35
8
On Way To Class
Carry Over Chased
5
If Redirected
11 18
2
Preferred activity Peer Difficulties Lots of Attention
30
4 Poke 12
9
hit/kick Card Turned
Non-Preferred Activity 9
10 taking things 6
12
7

8. Felix
No Days With Social Performances
Tantrum
5%
Frequency of Tantrums
19 days
Felix:
42 Days of Morning Routine
Tantrums By Time
30
25 Tantrum
95%
20
15
20 10
18
19 19
16 18 18 18 Some Points
14 5 45%
12
10 No Points
8 0 55%
6 8-9:00 9-10:00 10-11:00 11-12:00 12-1:00 1-2:00 2-3:00 3-4:00
4
2 2
0 Setting Events/Tantrums
19 tantrums over 42 days
8

9. Defining Target Behaviors
Directions: Please describe the target behaviors including their frequency, intensity, and results
Student: Teacher: Class: Date:
Describe what the student’s problem behavior looks like:
Estimate how often the behavior occurs:
Describe how intense or severe the behavior is:
Determine what skills appear to be lacking:
9

10. Profile of Student’s Strengths and Needs
Academic Movement: Gross/ Emotional Communication Social Medical/ Affinities/ Other
Fine/Repetitive Vision/Hearing Special Interests
Strengths
Math Gross Motor is fine Affectionate Receptive Relates well Vision Listening to VIQ 105
Listening with adults language in with adults hearing fine stories PIQ 129
comprehens superior Interested Computers Good attendance
ion range in peers Video games Good memory
Creative Has many Puzzlews Understands abstract
Imaginative ideas and Creative story- concepts
Reading wants to telling
skills at share
grade level
Challenges
Writing Small motor Regresses expressive doesn’t ADHD Many phobias:
Language challenges with stress language read social Anxiety statues, masks,
expression (buttons, snaps, Tantrums well below situations bees, soap,
Reading zippers, pencils) anxious average well Limited range
comprehensio serious tends to of foods
n below grade articulation obssess
level difficulties over one
friend
can’t easily
share
inflexible
Data Observations Interviews Attendance
Formal Testing Report Cards Class Assignments
Resources Work Samples Grade Level Testing Anecdotal Records
IEP/Progress Report Medical Records Office Discipline Referral
OTHER:
10

11. 11

12. What do we know What do we need to know? How will we get it?
Setting Events Anxiety When? Data collection sheet tailored
Sleep problems Which tasks?
Issues negotiating morning routine Is it lack of skill or is it dislike?
Verbal outflow
Antecedents Transitions Does he handle any transitions well? Data collection sheet
Change in routine Will he transition to anything?
Lack of functional support (regression) Does “loss of pts” bother him?
Receiving CRT directive Can he do the things we ask of him?
Others: bees, statues, masks, hand washing, Why the regression?
public performance Directives: Can’t or won’t?
Consequences Zero points on chart Do points/office matter? Data collection sheet
Sent to office Peer reaction?
Negative pee reaction The activity: can’t or won’t?
Ends engagement in activity
Other POHI certified with speech Is this the best diagnosis? Psychiatric requested
Can he verbalize frustration? Does he have a script?> Teaching
Does he recognize what a good day feels like?
12

13. Teacher Data Collection Sheet
Day___________________
Date_________________________
________
Morning Routine At School
SLEEP: JOBS/Morning Routine:
Before Start of Day: Beha
Came in Independently: vior
Yes No Char
t:
Decent Night’s Sleep Yes No Difficulty interacting with
peers in hall area:
Yes No
Thre
e
dom
Completed Sequence Alone
Difficulty at locker:
yes no
Verbal Overflow:
ains
All
Zeros
War
Did not complete/passive
WAKING UP: Mild Moderate
Morning Routine/Jobs:
complete
Severe ning
Give
n
Thre
Did not complete/resistive
incomplete e
area
At Carpet: s
On time Late NOT
On Time Late Early With Prompts
Group Time:
Participated
All
Zeros
Yes No
Retu
Notes: r
n
MOOD upon arising: Note about “before”
t
o
R
o
o
W/O Permission m
Happy Hyper Touchy cam
e
b
a
c
W/O Permission k
r
e
Notes About Affect/State Upon Waking Up: a
d
y
t
o
l
e
a
r
n
still
p
e
r
s
e
v
e
r
a
t
i
n
g
Note
s
:
VERBAL OVERFLOW In Car: TRANSITION INTO BUILDING:
Mild Med Severe Exited Car On Cue W
/
O
With “big” Kids P
e
r
m
With Peers i
s
s
i
DROP OFF At SCHOOL: Late o
n
On Time
Exit Independently Some Assistance Staye
d
Notes: Notes: a
t
s
c
h
o
o
l
a
l
l
d
a
y
Upon Removal to
Mrs.Smith:
Calmed down
Processed event
Tone of Voice off
Complied w/redirection
Returned to room after
how many minutes?
13
Notes about removal

14. Name: Felix
Day___________________ Date_________
HOME Data Sheet
SLEEP: JOBS/Morning Routine:
Decent Night’s Sleep Yes No Completed Sequence Alone
Did not complete/passive
WAKING UP: Did not complete/resistive
On Time Late Early
Notes:
MOOD upon arising:
Happy Hyper Touchy
Notes About Affect/State Upon Waking Up:
VERBAL OVERFLOW In Car: TRANSITION INTO BUILDING:
Mild Med Severe Exited Car On Cue
With “big” Kids
With Peers
DROP OFF At SCHOOL: Late
On Time
Exit Independently Some Assistance
Notes: Notes:
14

15. ANALYZING PATTERNS
Activity:
Analyze the patterns evident in the data collected and record
relevant information below.
Analyzing Patterns
Circumstances in which the behavior is most likely:
First hour of day
When transition into building is difficult
When morning routine at home and school is difficult
When he sleeps poorly
On the day of a public performance
Circumstances in which the behavior is least likely:
When he sleeps well
When he does not procrastinate in AM routine at house or
locker
When in cooperative, shared group task
When his morning routine and transition into school is done
independently
Possible functions of the behavior
To avoid fear (of social performance) which lead to avoidance
15

16. Summary (Hypothesis)
Statement
Problem Definition Revised:
Patterns: What patterns were identified in the data collected (i.e. circumstances in which behavior is most likely or least likely;
possible functions of the behavior)
When this occurs…. (describe the student does… (describe behavior) to get/to avoid… (describe consequences)
circumstances)
Moderating Variables: Are there other variables that appear to be affecting the student’s behavior (e.g., medical problems,
curricular issues)?
We can make it better if…
We can make it worse if…
16

17. • Prompt compliance • Receives contingent
to CRT directive positive CRT
• Stay in classroom attention
• Engage in • Positive peer
classroom activities attention
• Finishes his work
• Gets Point Chart
rewards
Desired Behavior Consequence
• Anxiety • Loss of points
• Sleep • Transitions
problems • Public performance • Removed from room;
• Fatigue • Tantrum: (i.e.) • To avoid that which
• Change in routine • earn “0” points on chart
• Difficult cry, kick, scream, y he fears, like
• CRT Directive • Sent to office
ell, throw individual “public
morning at • Lack of functional • negative peer reaction
school and things, adamant performance”
support • ends engagement in
home refusals
• Bees, statues, etc. • Work/task refusal activity
• Verbal • miss social function
overflow
Setting Event Antecedent Problem Behavior Consequence Function
• Use self-soothing
coping skills
• Communicate
frustration
adaptively
Alternative Behavior
17

18. Felix: Completed Modification Tool
Preventative: What environmental adjustments can be used to make the student’s problem Educative: What skills can be taught to Functional: How can consequences
behavior unnecessary? replace or meet the same function be managed to ensure the
as the student’s problem behavior student receives reinforcers for
and improve his or her ability to positive behavior, not problem
function more effectively? behavior?
Setting Event Strategies Antecedent Strategies Behavior Teaching Consequence
Strategies Strategies
Behavior plan initiated Social stories to Teach Felix how Felix is creative &
at home to address: help set to use a visual imaginative; he
Sleep routines expectations and schedule that he will receive
Morning routine ease transitions & controls positive
Transportation to anxiety Help him to reinforcement
school Choices given develop social (verbal praise,
“If/Then” stories for earn desired
statements used anxiety provoking activities, star
in giving directives situations chart, etc.) for
Visual schedule Create a chart of his
that Felix feeling “faces;” participation in
manipulates to he can then pick visual
enhance feelings one that matches schedule,
& control his feeling. If social stories,
Select feelings frustrated, he & coping
“face” symbol to can go to a strategy use
match his current designated area (e.g. books on tape,
feeling. Then self- to self-soothe computers,
soothe as needed Felix likes video games,
creative story- puzzles, etc.)
telling; slowly
develop this into
public
performance in
the classroom
18

19. Felix’s Completed Behavior Plan
BEHAVIORAL INTERVENTION PLAN SUMMARY
Intervention components: What strategies will be used (based on the hypotheses)?
Goal: 50% decrease in problem behaviors identified ______ See attached implementation plan
Preventative: What environmental adjustments will be used Educative: What behaviors (skills) will be taught to replace Functional: How will consequences be managed to insure the student receives reinforcers for positive,
to make the student’s problem behavior unnecessary? (meet the same function as) the student’s problem behavior and not problem, behavior?
Behavioral plan to be implemented at home to address setting improve his or her ability to function more effectively? When the student does . . . Adults will do . . .
events and establish predictable routines: sleep; morning; Felix will help develop social stories and use them to decrease
transportation. anxiety levels.
Social stories will be used to help with transitions and to reduce Manipulation of a visual schedule should enhance Felix’s feelings
anxiety levels. of control and decrease anxiety levels related to transitions and
Choices will be given. public performances.
If, then statements will be used. Felix will be taught to identify his feelings by using feeling faces
A visual schedule will be implemented to enhance feelings of and utilize a designated area to self soothe.
control. Slowly increase Felix’s ability to participate in public performances
Feeling faces will be used to identify feelings. by using graduated steps to reduce anxiety.
A designated area will be used for self soothing activities. Felix likes creative story telling. This may be used to help
transition into public performances.
________ goals integrated student’s IEP within the /ISP
Acknowledge and encourage Felix to use “Cool Down” spot. Hold
Identifies feelings utilizing feeling faces (i.e. frustration). up a green card to indicate visual permission.
Exhibits frustration. Use appropriate social story and allow 5 minutes for Felix to
adjust.
Follows the preventative and educative components of his plan. Provide reinforcements: Books on tape; computers; video games;
puzzles; verbal praise.
Completes cool down. Teacher will provide a compliance task which must be completed
prior to Felix joining the class activities.
Crisis Management: Are crisis management procedures needed to insure safety and de-escalation of the student’s behavior in emergency situations? X YES NO
If so, describe strategies:
Proactive: Reactive:
Use behavioral strategies described above. Ensure safety of students by removing them from the classroom if Felix should
NCI Strategies to be utilized tantrum.
Follow Crisis Plan.
19

20. Felix’s Completed Behavior Plan
(highlighting Crisis Plan)
BEHAVIORAL INTERVENTION PLAN SUMMARY
Intervention components: What strategies will be used (based on the hypotheses)? ______ See attached implementation plan
Preventative: What environmental adjustments will be used to Educative: What behaviors (skills) will be taught to replace (meet the same function Functional: How will consequences be managed to insure the student receives reinforcers for positive, not problem, behavior?
as) the student’s problem behavior and improve his or her ability to function more When the student does . . . Adults will do . . .
make the student’s problem behavior unnecessary? effectively?
Behavioral plan to be implemented at home to address setting Felix will help develop social stories and use them to decrease anxiety levels.
events and establish predictable routines: sleep; morning; Manipulation of a visual schedule should enhance Felix’s feelings of control and
decrease anxiety levels related to transitions and public performances.
transportation. Felix will be taught to identify his feelings by using feeling faces and utilize a designated
Social stories will be used to help with transitions and to reduce area to self soothe.
anxiety levels. Slowly increase Felix’s ability to participate in public performances by using graduated
steps to reduce anxiety.
Choices will be given. Felix likes creative story telling. This may be used to help transition into public
If, then statements will be used. performances.
A visual schedule will be implemented to enhance feelings of control. ________ goals integrated student’s IEP within the /ISP
Feeling faces will be used to identify feelings.
A designated area will be used for self soothing activities.
Acknowledge and encourage Felix to use “Cool Down” spot. Hold up a green card to
indicate visual permission.
Identifies feelings utilizing feeling faces (i.e. frustration).
Use appropriate social story and allow 5 minutes for Felix to adjust.
Exhibits frustration.
Provide reinforcements: Books on tape; computers; video games; puzzles; verbal
Follows the preventative and educative components of his plan. praise.
Teacher will provide a compliance task which must be completed prior to Felix joining
Completes cool down. the class activities.
Crisis Management: Are crisis management procedures needed to insure safety and de-escalation of the student’s behavior in
emergency situations? X YES NO
If so, describe strategies:
Proactive: Reactive:
Use behavioral strategies described above. Ensure safety of students by removing them from the
NCI Strategies to be utilized classroom if Felix should tantrum.
20
Follow Crisis Plan.

21. Felix: Monitoring Plan
MONITORING PLAN FOR INTERVENTION OUTCOMES
Goal: 50% decrease Types of Outcomes: Methods: Timelines:
in frequency of What Will Be Measured? How Will It Be Measured? When/How Often Will It
problem behavior Be Measured?
Decrease in Problem 1. Decrease in frequency of 1. Tally incidence of tantrums 1. Assess tantrums and
Behavior: tantrums 2. Collect intensity ratings and office referrals daily
Tantrums 2. Decrease in intensity of duration of tantrums until further notice;
Anxiety tantrums 3. Tally compliance to initial review after one week
Office referrals 3. Decrease in reported anxiety teacher directives then monthly
4. Increase in time spent in class 4. Use ratings on Faces chart 2. Assess anxiety asap
or Anxiety Thermometer to
quantify level of anxiety
Increase in 1. Increase in self-soothing 1. Ratio of tantrums to removal 1. Assess with each
Alternative Skills 2. Increase in verbalizing anxiety 2. Anecdotal records tantrum
Self-soothing 2. Document in writing
strategies as it happens
Communication/Stor 3. Meet after one week
y Board device and then monthly
Choice-making
Other (Lifestyle 1. At home, Felix will follow a 1. Parent report 1. Weekly email
Changes) behavior plan which will help update
address expectations and 2. Monthly update
routines
2. Create visual sequence of
tasks for night and morning
routines
21

22. Weekly Progress Monitoring Data Collection Form
Felix: Week/Date:
Notes
F
R
E
Q
U
E
N
C
Y
T O T O T O T O T O
Monday Tuesday Wednesday Thursday Friday
22

23. Felix monitoring form
F
R
E
Q
U
E
N
C
Y
T O T O T O T O T O
Monday Tuesday Wednesday Thursday Friday
Progress Monitoring: Tantrums Progress Monitoring: Office
Intervention
3.5
Referrals
Intervention
8 3
7
2.5
6
5 2
4 1.5
3 1
2
0.5
1
0
0
-0.5 Baseline Week 1 Week 2 Week3 Week 4 Week 5 Week 6
-1 Baseline Week 1 Week 2 Week3 Week 4
-1

24. Felix
Felix: Points Earned
Progress Monitoring
8
7
6
5
4
Points (six is possible)
3
Linear ( Points (six is possible))
2
1
0
Date P oi nts ( si x is possi bl e )
1- Oct 0
2- Oct 1
3- Oct 2
4- Oct 1
5- Oct 2
8- Oct 0
9- Oct 1
10- Oct 1
11- Oct 4
12- Oct 5
15- Oct 3
16- Oct 5
17- Oct 6
18- Oct 6
19- Oct 6
22- Oct 4
23- Oct 6
24- Oct 5
25- Oct 5
24

25. Felix’s Completed Behavior
Plan of Support
25

27. The Problem Solving Process
Problem
Identification
Progress Problem
Monitoring Clarification
Intervention Problem
Planning Analysis
27

28. Big Idea: Did the intervention
work and what is next? A schedule for
ongoing monitoring
Data are interpreted, in of the response to
Step 5. relation to predetermined intervention data is
Progress Monitoring and criteria, to evaluate the set.
Evaluation effectiveness of interventions Level of ongoing
and supports provided. support necessary
Intervention strategies are for student success
adjusted to improve results is reevaluated.
as needed.

29. Monitoring
• Where are you?
• Where do you want to be?
• You need to see progress
headed in the right direction!
29

30. Monitoring
Big Idea: Did the Intervention work and
what is next?
a) Collect and analyze data to
confirm or reject the hypothesis.
b) Refine the hypothesis and adjust
interventions.
c) Continue to collect and evaluate
data about intervention.
30

31. a) Collect and analyze data to
confirm or reject the hypotheses.
b) Refine the hypotheses and adjust
interventions.
c) Continue to collect and evaluate data
about intervention.
31

32. MONITORING PLAN FOR INTERVENTION OUTCOMES
Types of Outcomes: Methods: Timelines:
Goal
What Will Be Measured? How Will It Be Measured? When/How Often Will It Be Measured?
Decrease in Problem Behavior u
Increase in Alternative Skills
Other (Lifestyle Changes)
32

33. MONITORING POSSIBLE OUTCOMES OF SUCCESSFUL INTERVENTION
Possible Outcomes Examples Documentation
Significant reduction in target behaviors Aggression decreased to near zero levels; remains in Frequency count of target behaviors; attendance
assigned area records
Acquisition of adaptive skills (replacement skills) Asks for break rather than throwing materials; Log of activities and breaks requested; length of time
participates in group games engaged
Improvements across many behaviors; absence of Improvements in academic performance; medications Grades; medical reports
side effects discontinued
Reduced need for crisis intervention Decreased referrals or decreased use of crisis Referrals; incident reports
management
Behavior changes across settings or circumstances Improvements seen on bus, in cafeteria, with Reports from adults in other settings
babysitter
Participation in integrated community settings Changes in placement; attends field trips or outings IEP (time in ESE reduced); schedule of activities
Expansion of relationships and friendships More frequent phone conversations or outings with Diary; activity or contact log; reports from peers
peers; expanded network of social relationships
Increased independence in daily routines Diminished adult supervision; completed aspects of Reduced staff-student ratio; schedule or activity log
daily schedule unprompted
Involvement in broader range of meaningful activities Participates in broader range of activities (e.g., goes to Schedule of activities
movies, art projects)
Personal satisfaction with behavior or lifestyle Increased smiling; reports satisfaction with changes Observation and reports
33

34. a) Collect and analyze data to confirm or
reject the hypotheses.
b) Refine the hypotheses and adjust
interventions.
c) Continue to collect and evaluate data
about intervention.
34

35. Best Practices in Progress Monitoring
Elements in Progress Monitoring Behavior
1. Visual display should be plotted with time (x-axis) and the dimension of behavior
(y-axis).
2. Frequency, rate, latency (response delay), duration, percentage correct, responses
compared with number of opportunities to respond are all things that are
measurable and can be recorded but must relate to target behavior.
3. Mark Intervention lines.
4. If multiple graphs are used, be sure to have behaviors on the same scale, i.e. Y-axis
is consistent.
5. Establish baseline data. Baseline data must consist of more than one data point (3-
7 is average).
6. Plot the goal or aim line. Goal should be based on local norms, research-based
benchmarks, or classroom/peer comparison.
7. Goals must have an expected timeline to reach the goal. Adjustments to the goal
(decision rules) can be applied in a flexible manner based on the student’s
individual needs.
35

36. Evaluating Examples-
Good, Better, Best?
• Using the 7-point check system (see
Elements of Progress Monitoring:
Handout 44) , what elements of
progress monitoring are exhibited in
the following examples?
• Should the intervention change based
on data? What questions do you
have?
36

37. Does this have all the Elements of
Progress Monitoring?
Is this student improving? Incidents
350
300
250
200
frequency
Incidents
150
100
50
0
9/12-9/19 9/26-10/9 10/10-11/8 11/9-12/6 12/6/06- 1/16/07- 2/21/07-3/9/07 3/10/07-
1/12/07 2/16/07 4/17/07
data collection dates
37

38. Low Tech Example:
Does this have the
qualities of Best
Practice in Progress
Monitoring?
38

39. 39

40. a) Collect and analyze data to confirm or
reject the hypotheses.
b) Refine the hypotheses and adjust
interventions.
c) Continue to collect and evaluate
data about intervention.
40

41. Single-Subject Design
41

42. Pitfalls at this stage (1)
Missing in Strategy to Overcome Pitfall
Invite all team members and key personnel..
Action (MIA): 
 Schedule meetings in advance at regular intervals. Planned
The people Behavior Review Meetings help control anxiety, manage stress
level and prevent need for reactive, unpredictable meetings.
that need to  The more severe the problem, the more frequent the meetings.
be at the  Never leave a meeting without having the next meeting
scheduled.
meeting are  Be sure that there is commitment from an administrator to attend.
missing  Decide the norms for the group. (If key members are not
present, reschedule to be more effective with time?)
leaving no
forum to
regularly
discuss
student
problems.

43. Pitfalls at this stage (2)
Strategy to Overcome Pitfall
 Decide roles: facilitator, data person, timer, and note-
Disorganized taker in advance for the meeting .
 Discuss up front the length of the meeting and the end
Meeting: time. Start and end on time.
Use technology like a data projector so that everyone is
Meetings are 
looking at the same information at the same time.
endless with  Take group notes so that note-taking is visible either with
poster board or computer with data projector.
no agenda and  Leave 15 minutes at the end of the meeting to
summarize, assign roles, review action plans.
participants
who are not
sure why they
are there.

44. Pitfalls at this stage (3)
Where’s the data?
• Meetings with no
data lead to guessing Strategy to Overcome Pitfall
Data must be ready for the meeting- that
at the problem when 
is, it must be summarized and visually
making adjustments. displayed prior to starting the meeting
Compare data collected with the problem
• Not reviewing how 
statement and goal
you are collecting  Step back to be sure that you are collecting
the right data - does this make sense?
data - is the
assessment telling us
the information that
we thought we
wanted when we
designed it.

45. Pitfalls at this stage (4)
Failing to intervene or
Strategy to Overcome Pitfall
intervening too
quickly:  Cornerstone of Progress monitoring is making
adjustments based on data.
• Designing  Determine how much progress is enough before
intervention with no making a change.
baseline.  Rule of thumb: Collecting data over 4 to 6 weeks
• Either the team is (progress).
making changes too  How many data points do you need? Depends - the
frequently (not severity of behavior may require an intervention be
implemented very quickly.
enough time to have
it work) or making  What is the baseline; do we need it or do we have it
already? To determine a pattern, 80% of the data
changes too late. points should fall within 15% of the mean line or three
• Implementation Dip- to five data points.
a reaction by the
student to the
intervention that
usually means the
behavior gets worse
before it gets better.

46. Pitfalls in this stage (5)
Strategy to Overcome Pitfall
 Have scripts included with the intervention to
Poor integrity of encourage consistency when the intervention is
verbal.
the Intervention
 Use implementation checklists
–Not implementing  Use signals that are consistent among staff
the intervention during intervention to make sure that verbal
direction and tone are in check.
–Not implementing  Use visual signals to avoid problems in
communication when possible.
the intervention  Take attendance and track the frequency of the
the way we intervention.
designed it to be
done.

47. Pitfalls at this stage (6)
Lack of a clearly specified goal
• No goal linked to objectives or
a standard Strategy to Overcome Pitfall
• Unclear of what behavior is  Use local norms to determine goal.
being targeted.  Do you always aim to zero? What is
a reasonable, realistic goal for a
• Is there a mismatch between student?
the intervention and the  Revisit the initial problem and goal
initially identified need statement.
• Overlooking the obvious- have
we overlooked tried and true
intervention strategies?
• Is there a mismatch between
the intensity of the behavior
and the intensity of
intervention?

48. Planning for pitfalls
• Based on these pitfalls, what
concerns do you have for your
district teams?
• Discuss how you plan to trouble
shoot pitfalls.
48