Behavioral Intervention

Strategies for the BIP

From FBA to Intervention Planning

Strategies Across the Developmental Spectrum: Ages 4–21

Early Childhood • Childhood • Adolescent/Transition Age

Assessment Course • Lehman College School of Education • NYC Teaching Fellows

Social Emotional Learning in Action

Redirection & Calming Strategies

Proactive Approaches

• Watch for signs of frustration and intervene early
• Use a calm, quiet voice when redirecting
• Call the student by name and redirect discreetly
• Use verbal or nonverbal cues to refocus attention
• Assign a purposeful task for redirection

Calming Techniques

• Teach positive self-talk and relaxation exercises
• Provide a designated cool-down area in the classroom
• Allow supervised movement or physical stress relievers
• Use countdown strategies (e.g., count to 10)
• Help students recognize their own triggers

Adapting Across Age Levels

Early Childhood (ages 4–7): Use sensory tools (stuffed animals, texture boards), picture schedules, and simple breathing games ("smell the flower, blow the candle").

Childhood (ages 8–12): Teach self-monitoring checklists, journaling, and choice of cool-down strategies.

Adolescent/Transition (ages 13–21): Incorporate mindfulness apps, self-advocacy language, and private check-ins that respect dignity.

Giving Directions Effectively

1

Get Attention First

Use a signal before speaking (song for young children; countdown for older students)

2

Keep It Clear & Simple

One direction at a time; chunk complex tasks into smaller, age-appropriate steps

3

Make It Visible

Picture cues for early childhood; written steps and models for older learners

4

Check Understanding

Young children: show me what to do. Older students: rephrase to a partner

5

Allow Wait Time

5 seconds for compliance; younger children may need a gentle physical prompt

6

Reinforce & Follow Up

Praise compliance; use age-appropriate positive feedback and mild consequences

Equity lens: Use visuals, gestures, and translated key terms for multilingual learners at every age level.

Discipline & Consequences: A Graduated Approach

Foundation: Teach rules and expectations; establish a positive classroom climate first

Level 1: Initial Corrections

• Proximity — move closer to the student
• Quiet, private redirection
• Nonverbal cues (eye contact, gesture)
• Verbal reminders and directives

Level 2: After Warnings

• Loss of privilege
• Correct the action (e.g., try the routine again)
• Reflection: drawing (young) or journaling (older)
• Teacher-student conference or family contact

Guiding Principles

Respond promptly, fairly, consistently, and equitably. Communicate your plan to students and families. Use “I” statements. Teach responsibility at a developmentally appropriate level.

Age Considerations

Young children need immediate, concrete consequences tied to the behavior (e.g., losing a turn). Adolescents respond better to logical consequences, restorative conversations, and input on their own behavior plan. For students with severe disabilities at any age, use visual supports and consistent routines rather than verbal explanations alone.

Responding to Defiant & Challenging Behavior

Analyze the Behavior

• What behavior was displayed?
• What should the student have been doing?
• What happened right before (antecedent)?
• When and where did it occur?
• Is there an observable pattern?

De-escalation Strategies

• Avoid arguments and power struggles
• Acknowledge feelings: “I see you’re upset”
• Use “what” questions, not “why” questions
• Offer choices: “You may ___ or ___”
• Hold private conversations away from peers

Building Long-Term Support

• Determine root causes (hunger, illness, family stress, sensory needs, academic difficulty)
• Involve the student in creating a motivating behavior plan (age-appropriate participation)
• Teach problem-solving: social stories for young children; conflict resolution for adolescents
• Strengthen home-school relationships and involve counselors, related service providers

Early childhood: Challenging behavior often stems from unmet sensory or communication needs — look beyond the behavior.

Adolescents: Respect autonomy; restorative practices and self-advocacy skills build lasting change.

Managing Transitions Effectively

Routines & Structure

• Establish clear daily routines for common tasks
• Post a visual schedule (pictures for young children; written for older)
• Prepare materials in advance for easy access
• Use arrival activities: morning meeting (young) or bell-ringers (older)

Signals & Cues

• Use consistent signals: songs/chimes (early childhood); timers/countdowns (older)
• Give advance notice before transitions
• Allow transition time to finish and prepare
• Model and practice procedures — especially important for young learners

Monitoring & Support

• Circulate during transitions to prevent disruptions
• Reinforce smooth transitions with acknowledgment
• Use behavioral contracts for students who struggle
• Monitor unstructured times (recess, lunch, class changes, dismissal)

Young children need more frequent, shorter transitions with physical movement built in. Adolescents benefit from increased independence and self-managed transition routines — both groups need explicit teaching of what is expected.

Discussion: Connecting Your FBA to the BIP

1

Think about the target behavior from your FBA. Which category of strategies from tonight best addresses it — and how would you adapt it for the age/developmental level of your student?

2

What cultural, linguistic, or contextual factors in your student’s life might shape which intervention strategies you select for the BIP?

3

How will you ensure the strategies in your BIP are realistic to implement consistently — whether you teach pre-K or a high school transition class?

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