Behavioral Intervention Plan for Matt's Challenging Behaviors

Matt’s Behavioral Intervention Plan
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Matt’s Behavioral Intervention Plan
Matt, a five-year-old student, has challenging behaviors with sensory stimulation /sensory regulation function. He likes engaging in active or high-stimulating activities but hates participating in passive or low-stimulating activities. Matt behaves appropriately during highly stimulating activities but engages in challenging behaviors when he has to wait for his turn during activities or passive activities, reflecting challenging behaviors like rocking, putting things in his mouth for oral stimulation, and unnecessary movements. This paper proposes a behavioral intervention plan to prevent his challenging behaviors, achieve sensory stimulation using acceptable behaviors, and address the consequences if his challenging behaviors happen.
Matt’s behavioral intervention plan can incorporate multiple activities and strategies to manage his challenging behaviors of sensory regulation or stimulation function. First, less stimulating (passive) activities should alternate with highly stimulating ones (Chandler & Dahlquist, 2014). For instance, instead of engaging Matt in two or more passive activities consecutively, such as reading on the computer alone followed by the teacher reading a storybook for the whole class to respond, a highly-stimulating activity like group acting can alternate with the first passive activity before proceeding to the subsequent less-stimulating activity. Alternating the activities modulates the stimulation level of activities, preventing Matt from being under or over-stimulated. Chandler and Dahlquist (2014) further explained that the teacher can add small or movement activities into the less stimulating ones.
Additionally, the teacher can give stimulating materials or allow Matt to engage in replacement activities that match his stimulation or sensory regulation needs (Chandler &...