Intervention Plan

1. Intervention Plan

2. Cue Cards

3. Example Schedule

4. Design a Organization Self Management System for a Student

5. Self Management Expectations

6. A Series of Expectations Questions • What are the expectations in the environment that the student is not following? • Are the expectations clearly written (i.e. operationally defined), posted and have they been taught for all students? If not, do so. • What visual system can be designed to remind the student the expectations and allow him/her to monitor following them? • Who are the participants in the task or routine who may need to be included in the process? • What are the student’s interest areas? • This will assist in the development of the system to promote engagement

7. Example Behavior Expectations

8. Self Management System Examples

9. Example Self Management

10. Example Self Management

11. Example Self Management

12. Example Self-Management

13. Example Self Management

14. Example Self Management

15. Example Self Management

16. Example Self Management

17. Example Self Management

18. Example Self Management

19. Example Self Management

20. Example Behavior Plan

21. Behavior Plan Continued

22. Behavior Plan Continued

23. Academic Self Management

24. What Expectations in your Classroom / Building may NOT be Clear? Group Discussion

25. Self Management Behavior / Break

26. A Series of Questions Related to Break • Does the student independently initiate a break when he/she is escalated? • If not, have break procedures been developed and taught? • Develop a visual system to assist the student in knowing when to initiate a break (i.e. paired with behaviors that suggest escalation). • Who are the participants in the task or routine who may need to be included in the process? • What are the student’s interest areas? • This will assist in the development of the system to promote engagement

27. Script Scale Script Scale What the student says and does What the staff says and does Adapted from The Incredible 5 Point Scale by Kari Dunn Buron& Mitzi Curtis

28. Foundational Dis-Engagement Script • Establish the # opportunities adults should use to attempt to re-engage the student • Typically 3ish • WHY? • Potential Options (based on function): • 1st: • Re-direct to Task (check your schedule) • Provide Help (be careful not to create dependence) • Increase level of Sr (Sr Script) • 2nd: • Differentiate to a Lower Demand • Offer Choices with the Activity • 3rd: • Use “ONE MORE” • Offer Schedule / Break Choice WHAT ABOUT BEHAVIOR?

29. Level 2

30. BREAK: Implementation Issues SCHEDULE • PURPOSE of BREAK • Time w/out demands • De-escalate • GUIDELINES: • Activities / Choices Result in De-escalation • Benign in Reinforcing Value / NOT Highly Preferred • Student Initiated – Staff Prompted (TEACH) • Break Procedures BREAK Choice Time VS.

31. Level 3

32. Self Management Plan

33. Example Schedule

34. Example Escalation Scale

35. Example Escalation Scale

36. Example Escalation Scale

37. Example Escalation Scale

38. Example Escalation scale

39. Example Escalation Scale

40. Example Escalation Scale

41. Example Self Management

42. Example Self Management

43. Example Break Card

44. Example Reward System

45. Concepts - Concerns

46. Self Management Engagement / Academics

47. Academics Questions • What is the student doing or not doing relative to academics (e.g. initiating tasks, completing work, turning work in) • Who are the participants in the task or routine who may need to be included in the process? • What are the student’s interest areas? • This will assist in the development of the system to promote engagement

48. What are your biggest academic challenges with students with ASD? PAIR SHARE Find a partner you do NOT know – Share – Return to table and share your partner’s challenge.

49. Self Monitoring Example

50. Development of Self Management Systems for Academics