Intervention Plan: Temporary Escape or Avoidance Using Appropriate Behavior

Intervention Plan for Carter
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Intervention Plan for Carter
Based on Carter's functional assessment, it is clear that the purpose of his demanding behavior is negative reinforcement. He engages in these behaviors to distract himself from unpleasant academic activities and assignments. However, it is crucial to highlight that most school programs do not tolerate intellectual work evasion or avoidance (Chandler & Dahlquist, 2014). As a result, Carter's intervention strategy should consist of two parts: (1) developing techniques for temporary escape or avoidance using appropriate behavior and (2) reducing the triggers and supports for challenging behavior while giving triggers and supports for appropriate replacement behavior (Chandler & Dahlquist, 2014). The ultimate goal is to shift his behavior's function from negative to positive reinforcement.
Temporary Escape or Avoidance Using Appropriate Behavior
Carter needs alternate activities during scheduled breaks or transition periods. His preferred actions should still be tied to academic responsibilities (Chandler & Dahlquist, 2014). He could, for example, engage in a little art session during a break from Maths or physics. Secondly, a token system is vital where Carter can earn tokens for appropriate behaviour during academic tasks (Chandler & Dahlquist, 2014). These vouchers can be swapped for brief breaks or preferred daytime activities.
Reducing Triggers and Supports for Challenging Behavior
There should be a change to Carter's academic environment to make it more engaging and less harsh (Chandler & Dahlquist, 2014). To improve his interest and participation, he should integrate hands-on activities, visual aids, and technology-based learni...