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Student Intervention Plan

ElVi is a 5-year-old boy attending preschool who struggles with sustained attention and remaining seated. Baseline data showed he could only remain seated for less than 1 minute and engaged in escape behaviors 9 times in a day. The intervention plan targets increasing his time remaining seated through environmental modifications, visual supports, and differential reinforcement. Progress will be monitored weekly by analyzing data on the percentage of time ElVi remains seated for 2 minutes collected daily through an online system. The goal is for him to remain seated for 2 minutes in 80% of opportunities across people and settings over 3 weeks.

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160 views

Student Intervention Plan

ElVi is a 5-year-old boy attending preschool who struggles with sustained attention and remaining seated. Baseline data showed he could only remain seated for less than 1 minute and engaged in escape behaviors 9 times in a day. The intervention plan targets increasing his time remaining seated through environmental modifications, visual supports, and differential reinforcement. Progress will be monitored weekly by analyzing data on the percentage of time ElVi remains seated for 2 minutes collected daily through an online system. The goal is for him to remain seated for 2 minutes in 80% of opportunities across people and settings over 3 weeks.

Uploaded by

api-547292933
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Student Intervention Plan: Part I

Student Intervention Plan:


Part I
Brooklynne Bradshaw-Springer
Interventions for Exceptional Learners SPED 5010
University of Colorado – Denver
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Student Intervention Plan: Part I

Student Introduction
Working as a behavior therapist has provided me the opportunity to work with a variety of
children with disabilities in many different settings. Recently, I have just started working as a
direct line staff in our Little Learners Program for my behavior company. The student I have
selected to work with for this assignment is a newer student to our program named ElVi. ElVi is
a 5-year-old boy who lives with family in the greater Denver area. ElVi attends preschool at
Explore Elementary in the afternoon and attends Gold Star Learning Options Little Learners
Program in the morning. Per report from Mom, ElVi only verbally communicates by repeating
words he hears or by making noises, which impacts his ability to effectively communicate with
others. ElVi currently receives speech therapy services through Children Matter. ElVi has
received behavior therapy services through Gold Star Learning Options, Inc since September
2019. With ElVi only joining the program in September, his current intervention plans and goals
are still novel and his current behavior consult would love more collaboration and assistance
with his case. His behavior consult is also my current direct supervisor, making it convenient and
consistent regarding communication and collaboration for this assignment.

Defining & Analyzing the Problem


ElVi is a bright preschooler that struggles with sustained attention and adapting to the classroom
environment. His strengths include identifying letters and numbers, spelling, and counting from
1-100. Some of his deficits include independent functional communications, emotional
regulation, and remaining engaged in structured activities for longer periods of time.
Specifically, ElVi struggles with remaining seated in his chair and engaging in escape behavior.
The area of need the interventions will be targeting will be sustained attention with the sub-skill
being staying seated in the chair, reducing the frequency of elopement.

According to teacher and staff report, ElVi is not able to focus and appropriately engage in class
activities and remaining in his seat. In January 2020, direct line staff collected baseline data on
him staying in his seat for at least two minutes. He was only successfully remaining in his seat
for less than one minute at a time. His classmates can remain seated and participate in classroom
activities for several minutes at a time without any maladaptive behaviors. Below is a graph of
his current daily progress of the percentage ElVi is successfully remaining in his seat during
preschool program.
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Student Intervention Plan: Part I

Intervention & Progress Monitoring

The intervention strategies selected to target the increase of sustained attention and reduction of
elopement will include environmental modifications, the Premack principle, and differential
reinforcement of incompatible behaviors. Progress monitoring will be conducted utilizing the
current data collection database at Gold Star Learning Options, Catalyst by Data Finch
Technologies. Data is collected daily by direct staff using an app on a phone or tablet. Progress
will be monitored weekly by analyzing graphs from the percentage of the student successfully
sitting in his chair for two minutes. Every two minutes is an opportunity for data collection as
long as ElVi has been told to “sit down” and is sitting in his chair. Staff will also be collecting
frequency on every time ElVi engages in elopement behavior. Elopement will be counted every
time he gets up from his chair without requesting for a break.

The environmental modifications used a preventive strategy to set up ElVi for success will
include having him sit in a special chair with a secure and removable desktop during table work.
He will also be allowed a preferred item of his choice that he will be allowed access to during
table work breaks. ElVi will also have a variety of visual supports to help him throughout the
day. These visual supports include a visual class schedule (Vaughn, 2015, p. 28), a token
economy board, and a “First/Then” board staff can utilize during class activities.

The Premack Principle (Vaughn, 2015, p. 31-32) will also be utilized to increase the amount of
time ElVi will remain seated during an activity. Staff will conduct frequent preference
assessments to determine a reinforcing activity or item as a contingency for successfully sitting
in his seat for two minutes. He will have options from activities such as snack, free play, and
2
Student Intervention Plan: Part I

small breaks with preferred toys. A visual “First/Then” board will be utilized with visual
representations of class activities and items.

In addition, the differential reinforcement of incompatible behaviors (DRI) intervention


(Vaughn, 2015, p. 33) will be implemented to help increase the time sitting in chair and the
reduction in elopement behavior. The incompatible target behavior will be ElVi sitting in his
chair. Each time he remains seating in his seat for two minutes without any maladaptive
behaviors, ElVi will receive some form of positive reinforcement. This reinforcement can
include verbal praise, time with a preferred item, or a preferred activity. Hopefully, this will
reduce the frequency of ElVi eloping out of his chair.
2
Student Intervention Plan: Part I

Instructional Intervention Documentation Sheet


Student: ElVi Teacher: Griselda Chacon Date:
2/15/2020
Student ID: ElVi School: Gold Star Learning Options (Little Learners Program) Referral
Date: 2/14/2020
Grade: Preschool Intervention Start Date: 2/20/2020 Intervention Review
Date: 3/02/2020
What is the referring concern? ElVi struggles with sustained attention, specifically remain
seated in his chair during circle time and table work (measured by duration in minutes and
frequency of elopement behavior)
What data supports the existence of the problem? Baseline data taken on 2/13/20 shows E
eloped from his seat 9 times throughout the day and only remained seated in his chair for two
minutes successfully in 25% of opportunities (7 trials).
What is the goal? By April 2020, ElVi will remain seated in his chair (with help of visual
supports) for a duration of two minutes without engaging in any escape behavior in 80% of
opportunities, across people and settings, over 3 consecutive behavior sessions.

Describe the Intervention to be Attempted


List specific objectives of this intervention:
Increase time remaining in seat during structured activities; reduce frequency of elopement
behavior
Describe the activities for each objective involved:
Using positive reinforcement, shaping, the premack principle, and differential reinforcement of
incompatible behaviors during circle time, table work, art, and any other activities that require
sitting
List the specific measure of progress:
Progress will be tracked using Catalyst data collection tool, with weekly monitoring
Conducted By: Direct Line Staff/Brooklynne Springer Name: Brooklynne Springer
Position: Registered Behavior Technician
Time Span: 6 weeks Start Date: 2/20/2020 End Date: 4/2/2020

Signatures: ______________________________ ___________________________________


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Student Intervention Plan: Part I

Schedule for Delivery of Intervention


Number of contacts: 1:1 direct staffing (6 staff members, 1 consult, 1 lead teacher)
Length of contacts: 3.5 hours, Monday - Friday
Interval between sessions: Daily, five days a week
Resources/Materials/Approach: ABA techniques, visual supports, environmental modifications
Number of students in intervention group: 1
How will the implementation of the intervention be monitored? Catalyst: An online data
collection tool. All direct staff collect daily data via the catalyst app on their phones or tablets.
Frequency of Progress Monitoring: Weekly

Evaluation of Success of Intervention


Attach data charts from intervention. (Select from below).
_____Planned intervention was successful in meeting child’s needs.
_____This intervention will be continued in the current setting.
Date: __________
Progress Monitoring Checks to be Completed:
_____Planned intervention was successful in meeting child’s needs.
_____This intervention will be continued in the current setting.
Date: __________
_____Planned intervention was successful in meeting child’s needs.
_____This intervention will be continued in the current setting.
Date: ___________
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Student Intervention Plan: Part I

Reference List
Gold Star Learning Options (2020). Catalyst. [Circle Time-2 Minutes target]. Data Finch
Technologies. https://datafinch.com/
Vaughn, S., & Bos, C. S. (2015). Strategies for teaching students with learning and behavior
problems. Upper Saddle River, NJ: Pearson.
Wayne County RtI/LD Committee. (2007) Research-based interventions. [Field Guides to RtI]
Research-based interventions  

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