How do I Come up With Ideas for Plan A (Proactive)?

The primary purpose of Plan A (Proactive) is to prevent problem behaviors from occurring by modifying factors that are in our control (e.g., environment, task demands, etc.). A good way to begin developing Plan A (Proactive) strategies is to make a list with two columns: 1. what works for this student, and 2. what does not work for this student. It is often helpful to specifically consider what works for the student with regards to schedule (level of structure, what time of day the student is most successful, etc.), sensory experiences (does the student do well in an enriched environment or quiet and calm environment, do they find certain sensory experiences aversive, etc.), and breaks (do they need breaks to get their energy out, recharge, or calm?). For more intervention ideas see below (click on underlined interventions for additional info). 

How do I Come up With Ideas for Plan A (Replacement Behavior)?

We want to make sure our students have an alternative to the problem behavior that fills the same need/function. We call this alternative the replacement behavior.  When generating replacement behavior ideas, consider the following: 1. will the replacement behavior result in the same outcome/function as the problem behavior? 2. is it something that is more easily done by the student than the problem behavior? 3. Does the student know the behavior or show the skills necessary to learn it easily? 4. Will it really work in the classroom?  

How do I Come up With Ideas for Plan B (Responsive)?

There may be times when our proactive plan is not successful. When this happens, we want to ensure we respond in a way that makes the student more likely to engage in the replacement behavior than the problem behavior. When beginning to implement behavior plans, we must remain vigilant for the early signs of problem behavior so we can explicitly cue students to engage in replacement behavior before they resort to problem behavior.  

How do I Know When Plan C (Crisis) is Needed?

Teams should include Plan C in a student's behavior plan when the student has engaged in or shown potential to engage in behavior that poses a risk of harm to self or others. Administrators and staff trained in mental health crisis response should always be consulted when developing Plan C.  The intervention ideas below serve only to start conversations; Plan C must be individualized to the specific escalation pattern and behavior of a student. Teams must consider district policies and procedures regarding 1. crisis behavior that may be subject to a school's discipline policy, and 2. crisis behavior that may initiate a suicide, behavior safety assessment, or nonviolent crisis intervention response. 

How do I Know When Plan D (Debrief) is Needed?

Plan D should always accompany Plan C. 

Where Should Behavior Plans be Kept?