Targeted Behavior Interventions Post-Test

Single Response: The Student Intervention Matching (SIM) form is used to _______.

Alice would benefit from additional behavior supports in the classroom. Mr. Thomspon completed the Student Intervention Matching (SIM) form to determine intervention(s) that might be effective for Alice. Sum Scores for each intervention on the SIM form were as follows: School Home Note = 3; Behavior Contract = 5; Self-Monitoring = 8; Check-In/Check-Out = 5; Positive Peer Reporting = 4; Class Pass = 7; Social Emotional Training = 5. Based on these sum scores, which intervention(s) might be effective for Alice? (check all that apply)

Mrs. Samson is concerned about Sally’s behavior in her classroom. Sally often blurts out during group instruction. Her behavior is disruptive to the classroom and also does not provide other students time to respond to questions. Mrs. Samson has a conference with Sally’s mother to discuss ways to reinforce positive behaviors that occur at school.  Sally’s mother is willing to provide access to Disney+ on days Sally meets her goal of raising her hand instead of blurting out. Mrs. Samson is confident that Sally’s mother will follow through with this plan. Which intervention may be a good fit based on the provided information?

Jacob often engages in calling peers names (i.e. booty head, dummy), screaming “play with me”, and slapping kids on the bottom in order to gain attention from peers. His teacher, Mrs. Kim, decides to implement an intervention to provide him with opportunities to receive positive peer praise for appropriate behaviors during a structured daily time. Which intervention is Mrs. Kim going to implement?

Johnny turns in zero homework assignments a week. Mr. Allen decides to implement a Behavior Contract with his student, Johnny. He sits down with Johnny and explains the purpose of the contract, establishes a goal for homework completion (i.e. turn in two assignments per week), writes the contract, and establishes a data collection system to monitor. Mr. Allen and Johnny both sign the contract. Which component did Mr. Allen forget to complete during the negotiation stage? 

Mr. Thomas implements a new intervention with Elliot. The intervention involves teaching, modeling and practicing examples and non-examples of the desired behavior with Elliot, and then having Elliot monitor and record the desired behavior throughout the day. Which intervention is Mr. Thomas implementing with Elliot? 

Mr. Bateman, the assistant principal, meets with Colton every morning before first period and every afternoon during the last period. During the morning time, Mr. Bateman reviews the daily expectations with Colton on his daily behavior card, checks to see if his parents have signed the previous daily behavior card, and reminds him to ask his teachers for feedback and to complete his daily behavior card. Which intervention is being implemented? 

Amber has a Check-in/Check-out (CICO) intervention in place to monitor positive peer interactions. Specifically, she is working on maintaining personal space of six inches or more, asking peers for help by saying “will you help me?” and complimenting peers.  The team has monitored the CICO data for six weeks and data show that Amber has met her goal each day for the past four weeks. How could the team go about making Amber more independent with this intervention? (check all that apply)

Alex engages in verbal aggression (i.e. “I hate this class.” “Math sucks.” “I hate you. You suck as a teacher”). The team conducted an FBA and determined the function of the behavior is escape from tasks, specifically math and written work. The team decides to implement an intervention to allow Alex to use a limited number of passes to take a brief work break to engage in more preferred activities without disrupting peers. Which intervention is the team likely implementing? 

Match each intervention to the function of target behavior it is most effective in addressing.