Intervention Plan
Student Information
Student Name: Lilybeth Rico
Grade: 1st grade
Relevant History
•
•
Student started to speak at 5 years old. Now, she knows about 100-150 words.
The mother states that the student starts crying when denying a request.
Identified Behavioral Concerns
•
•
Speech Delay: Student has difficulty articulating words and expressing herself, leading to
frustration.
Aggressive/ Disruptive Behavior (Hitting, crying, throwing tantrums): The student starts
hitting in response to being told “no” or when she cannot express herself verbally.
Strengths of Student
•
•
The student is eager to learn through hands-on activities and very social with her
teammates; however, she gets frustrated by communication barriers.
The student can follow simple instructions and correctly do her work.
Target Behavior
•
•
Speech Delay: Improve articulation and sentence formation for clear communication.
Being able to sound words correctly.
Aggressive Behavior: Reduce disruptive behavior and hitting by positively reinforcing good
behaviors.
Desired Achievements
Short-Term Goals
•
•
The student will state age-appropriate basic sounds and single words with 75% accuracy.
The student will reduce aggressive hitting by 50% when stating no or denying other
requests.
Long-Term Goals
•
•
The student will communicate needs and wants verbally in 90% of situations.
The student will constantly use simple sentences to express needs and feelings with 80%
accuracy.
Functional Assessment
Target Behavior
Aggressive
Hitting
Speech Delay
Background
Factors
Speech delay,
which leads to
frustration.
Limited
Vocabulary and
difficulty forming
sentences.
Catalyst
Conditions
Being told “no.”
Unable to
communicate her
needs or wants.
Extended
Outcomes
Social isolation
and
frustration.
Limited social
interaction,
difficulty in
learning, and
frustration-based
behaviors.
Primary Function
To communicate
with peers and
adults.
To communicate
with peers and
adults.
Intervention Strategies
Antecedent Interventions
•
•
Clear visual cues to support comprehension and communication.
Set clear expectations.
Teaching Replacement Skills
•
•
Teach emotion regulation skills.
Teach the student to use gestures or pictures to communicate.
Consequence Strategies
•
•
Reinforce positive behaviors when the student uses a type of communication.
Have a consistent response to aggression.
Response Interruption and Redirection
•
Interrupt aggressive behavior by redirecting the student to use words.
Support and Resources
•
•
•
Speech therapy with a speech-language pathologist.
Family support to ensure consistent reinforcement at home.
Behavior specialists to provide an individualized strategy.
Implementation Guidelines
Tasks
Teach
Person in Charge
Teacher/ Speech Therapist
Reinforce
Teacher/Parent
Support
Teacher/ Parent
Fidelity
Teacher/ Behavior Specialist
Respond
Teacher/ Behavior Specialist
Progress Measure
Sentence formation/
Pronunciation
Frequency of positive
behaviors
Consistent reinforcement at
home and school
Consistency in implementing
strategies
Response to aggression and
redirection
Necessary Environmental Changes
•
Change classroom setup to minimize any distractions.
Recording and Monitoring Methods
•
•
Behavior logs with frequency to record any aggression and communication attempts.
Speech progress data/reports to record any development.
Communication Plan
•
•
Bi-weekly parent-teacher conferences to track progress, provide feedback, and adjust
strategies.
Monthly meetings with a speech therapist, behavioral specialist, and classroom teacher.