Planning Packet Assignment

For the next several weeks, you will be completing Planning

Packets through which you will identify evidence and
research-based interventions that can be used to solve
learning problems for students.
When all the Planning Packets are completed, you will have
created an Intervention Manuala recipe book (if you will)
that you can keep at hand and use to solve problems as they
arise. I would suggest adding to this collection as you
identify additional interventions that you find helpful as you
are teaching.
Each planning packet will follow the same formatthe
template can be found below. I will give you a broad
description of sample children or you may choose your own.
Just make sure that your learning issue is general enough so
that you can identify interventions that will be helpful to
many students.
In addition to filling out the template, you will create
materials that can be usedflash cards, sample worksheets,
patterns for games.
Submit everything as one document in the drop box.
You will include the:
Learning issue
At least 2 types of informal assessment
A PLAAFP statement that describes the learning issue
more exactly including baseline information.
The Common Core Standard that will be addressed
A formal IEP goal that comes directly from the PLAAFP
statement
At least 2 interventions for
o The general education classroom
o The resource room
o Home

Please let me know if you have difficulty so that I can assist

you.

Planning Packet
SSLS 779
Name of Child:

Grade Level: Kindergarten

Learning Issue: This student is a kindergartner who has difficulty

remaining in her own space during circle time
Informal Assessment Method (at least 2):
Observation: Assessor will observe circle time. 20-25mins. They will
record every time the student does not remain in her own space during
circle time. Just use tally marks.
Observation: Anecdotal notes. Observation time. During circle time 2025mins. They assessor will record everything that happens during
circle time with that child what happens before the problem behavior,
the problem behavior it self and what happens after the problem
behavior has occurred and any other important information.
PLAAFP Statement (must include baseline): Typically developing
children demonstrate the following skills in social development at age
6 Follows/navigates rules in a group situation. They can state the
differences between appropriate and inappropriate behaviors.
Typically developing children demonstrate the following skill in social
development at age 6 understands and respects the importance of
personal space.
Common Core Standard:
Character Development: II. Responsible Decision Making and Problem
Solving
A. Develop, implement, and model responsible decision making skills.
1. Consider multiple factors in decision-making including ethical
and safety factors, personal and community responsibilities, and
short-term and long-term goals.
K-2 b. State the difference between appropriate and
inappropriate behaviors.

2. Organize personal time and manage personal responsibilities

effectively.
K-2 a. Identify what activities are scheduled for the day and
how much time is spent on each.
Social Development: I. Social Awareness
A. Demonstrate communication and social skills to interact effectively.
K-2: 4. Understand the importance of respecting personal space.
IEP Annual Goal:
Interventions

Source of Intervention
For Resource Room

HABIT-REVERSAL TECHNIQUE:
BEHAVIOR CHANGE. Student
problem behaviors can be habitforming. To break an ingrained
behavior pattern, the teacher
can use a 3-step habit-reversal
technique: (1) TRAIN FOR
AWARENESS. The student is
trained to recognize when
he/she is displaying the problem
behavior (in this case the
problem behavior is remaining
in her own space during circle
time) to identify signs of the
onset of those problem
behavior(s) (e.g., bored, low
attention); and to describe
typical situations that can
trigger the problem behavior(s)
(not being called on to help,
peer distractions). During this
phase, the student may require
adult coaching (e.g., teacher
prompts) to alert the student
when the problem behavior is
occurring. (2) TEACH A
COMPETING RESPONSE. The
student is taught a replacement
behavior that is incompatible
with the problem behavior (e.g.
raise hand to let teacher know
you want to be involved, stop

Allen, K. D. (1998). The use of an

enhanced simplified habit-reversal
procedure to reduce disruptive
outbursts during athletic
performance. Journal of Applied
Behavior Analysis, 31, 489-492.

and take three breaths when

tempted to touch friends or
objects around the room). (3)
REWARD THE NEW HABIT. Adults
reinforce the student for
episodes of successful behavior
(e.g. when have been sitting still
with hands in lap through whole
story or activity) replacement
with praise and points that can
be banked and later applied to
earn privileges or prizes. Or in
this students case call on
student to help or answer
questions when she raises her
hand or has been sitting in her
area nicely, or maybe let her be
the first to be released to line
up or move on to the next
activity. TIP: Teaching staff can
foster habit change by
eliminating triggers (e.g.
eliminate distractions in the
room, have set seating
arraignment that place child in
the best place to reduce
problem behavior) that may
elicit problem behaviors.
RESPONSE COST: INCENTIVE TO
REDUCE PROBLEM BEHAVIORS.
To reduce non-compliant or
distracting behaviors, the
teacher can use 'response cost':
first awarding points or tokens
and then deducting those points
or tokens whenever a student
behavior disrupts instruction or
distracts other students. (1) At
the start of each circle time, the
teacher awards the student a
certain number of 'behavior
points' (e.g., 5) and writes a
series of tally marks on the
blackboard to equal this
number; (2) The teacher
privately informs the student

DuPaul, G.J., & Stoner, G. (2002).

Interventions for attention problems.
In M. Shinn, H.M. Walker, & G. Stoner
(Eds.) Interventions for academic
and behavioral problems II:
Preventive and remedial approaches
(pp. 913-938). Bethesda, MD:
National Association of School
Psychologists.

that each time the student

engages in misbehavior that
obviously distracts other
students, the teacher will
silently go to the board and
erase one point from the
student's total; in this students
case you would wait the tokens
or tallies to be close at hand so
that you do not have to get up
from circle time to remove the
token or tally (3) At the end of
each class period, the student is
allowed to keep any 'behavior
points' that still remain; (4) The
student is informed that he or
she can collect points across
multiple days and eventually
redeem a certain number of
collected 'behavior points' for
prizes or privileges (e.g., extra
free time, pick from a treasure
box).
For Parents/At Home
BEHAVIOR CONFERENCE:
ENCOURAGING CHILD
RESPONSIBILITY. When a child
misbehaves, the parent may
choose to meet with that child
briefly to discuss and attempt to
resolve the problem behavior(s)
(pull the child aside where ever
you are). The Parent should take
the student aside for a private
conversation. Here is a
recommended outline for
conducting a behavior
conference: (1) Maintaining a
calm and respectful tone, the
parent describes the student
misbehavior that led to the
conference; (2) The parent asks
open-ended questions (e.g.,
who, what, where, how) as

Lanceley, F.J. (1999). On-scene guide

for crisis negotiators. Boca Raton,
FL: CRC Press.
Walker, H. M., Colvin, G., Ramsey, E.
(1995). Antisocial behavior in school:
Strategies and best practices. Pacific
Grove, CA: Brooks/Cole Publishing.

necessary to fully understand

the childs view of why the
problem behavior has occurred;
(3) The Parent asks the child to
identify one or more solutions to
resolve the behavior
problem(s)--with the child
prepared to offer solutions if the
child appears unable or
unwilling to do so; (4) From
solutions offered, the parent
and child select one to
implement; (5) Before
concluding the conference, the
parent summarizes the selected
solution to resolve the behavior
problem. The parent may also
wish to remind the child of the
disciplinary consequences that
will follow if the problem
behavior(s) continue.
This can be done with the
childs during their daily routine.
You can pull the child aside
during dinner if they are not
sitting in their seat or anytime
you are in some sort of waiting
room where you need the child
to seat in their own area.
HOUSEHOLD RULES: PROVDING
CLEAR BEHAVIORAL
EXPECTATIONS. Clear rules
outlining behavioral
expectations are an essential
part of any behavior
management plan. Here are
recommendations for strong
Household rules: (1) Rules
should be limited to no more
than five; (2) child should have
input in developing rules, to
provide a sense of ownership;
(3) Rules should be stated in
simple language, be brief, and whenever possible - be stated
as DO rather than as DON'T

Kern, L. & Clemens, N. H. (2007).

Antecedent strategies to promote
appropriate classroom behavior.
Psychology in the Schools, 44, 6575.
Simonsen, B., Fairbanks, S., Briesch,
A., Myers, D., & Sugai, G. (2008).
Evidence-based practices in
classroom management:
Considerations for research to
practice. Evaluation and Treatment
of Children, 31(3), 351-380.

statements; (4) Rules should be

publicly posted so that the child
can easily see and refer to
them; (5) The Parent should
regularly teach and
demonstrate these rules with
the child, and generate both
examples and non-examples to
illustrate specific behavioral
expectations.
Parents and Child can sit down
and develop guild lines/rules the
child should follow. A plus would
be if the rules can apply to both
the home and school settings
such as keeping our hands to
ourselves/respecting each
others personal space, staying
in our seat at appropriate times,
etc
Make a poster board or figure
out some way to display the
rules you came up with in the
house (on the refrigerator) and
go over these rules every
couple days or days that the
child is having a harder time
following the rules as a
reminder.
For General Education Classroom
SILENT SIGNAL: PROVIDING
LOW-KEY BEHAVIORAL
PROMPTS. The teacher can
unobtrusively redirect students
who begin to show problem
behaviors by using a silent
signal. (1) The teacher meets
privately with the student to
identify those problem
behaviors that appear to be
most challenging. (2) The
student and teacher agree on a

U.S. Department of Education

(2004). Teaching children with
attention deficit hyperactivity
disorder: Instructional strategies and
practices. Retrieved from
http://www.ed.gov/teachers/needs/sp
eced/adhd/adhd-resource-pt2.doc

silent signal to be used to alert

the student whenever his or her
behavior has crossed the
threshold and now is distracting
others or otherwise creating
classroom problems. (3) The
teacher role-plays several
scenarios with the student in
which the student begins to
display a problem behavior, the
teacher uses the silent signal,
and the student then
successfully controls the
problem behavior. NOTE: When
the silent signal is put into use,
the teacher should be sure to
praise the student privately for
responding appropriately and
promptly when the signal is
given.
PREFERENTIAL SEATING:
INCREASING ATTENTION AND
REMOVING DISTRACTIONS. The
teacher seats a student who is
distracted by peers or other
environmental factors in a
location where the student is
most likely to stay focused on
instructional content. NOTE: The
teacher can increase student
motivation by allowing that
student to choose from two or
more preferential-seating
options.

U.S. Department of Education

(2004). Teaching children with
attention deficit hyperactivity
disorder: Instructional strategies and
practices. Retrieved from
http://www.ed.gov/teachers/needs/sp
eced/adhd/adhd-resource-pt2.doc

Paste sample materials into this document for each intervention.