What do we do if the student needs more support than the Global

Intervention Plan provides?

• We develop a specific intervention plan

Designing a Specific Intervention Plan• Students can have more than one specific

intervention plan

• There must always be a global plan in place first- many times this will prevent the student from having a specific plan for behavior!!!!!!

Designing a Specific Intervention Plan

Step 2- ABC- Iceberg

Step 3- Complete the Ziggurat Worksheet

Step 1- Complete UCC and ISSI

Step 4- Complete CAPS

Let’s Think about Michael’s Specific Behaviors

What is the function of his behavior?

Function of Michael’s Behavior

• Escape or Avoid P.E. or team oriented contact sports

• Over stimulated by noise levels, activity levels, and close proximity of others

Noise level in the gymAsked to play a team sport

Shuts down and becomes escalated during team oriented sports (i.e. P.E.)

Sits out on the sidelinesAppears agitatedRepeatedly blames others for intentionally “hurting” him Escalates to arguing and finally Michael leaves gym

Isolation from peersMisses instruction in P.E.Teacher thinks he is overreacting and being a sore loser

#1 mind blindness, #9 difficulty understanding others nonverbal communication, #28 has difficulty staring, joining, and/or ending a conversation, #42 responds to unusual manner to sounds, pain and touch, #89 Difficulty managing stress and anxiety

Social story or comic book conversations regarding social behaviors in P.E.

Pre-teaching of activities that will be presented in P.E. so they are not new to him (physical activity, rules, social situations, etc.)

•Implement “break pass” system if he becomes over stimulated

Use his conversation cards to assist him in staying on topic with peers

•Use coping cards and visuals to cue him to relax prior to him becoming escalated

Reinforce Michael with baseball activity when he uses his calming skills appropriately

•Teach him to use his break passes and calming routine•Train small group of peers to support him in P.E.