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.