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2. Develop a plan
Once the problem is defined, a specific plan of action must be designed to address the
problem. The Child Study Action Plan (CS-3) will be completed during the child study
committee meeting. The action plan must:
• Be specific.
• Have clearly defined goals and desired outcomes. For example, “By January 31,
John will be able to correctly name the sounds of 20 letters.”
• State what data will be used for progress monitoring.
It is important for the child study committee to develop a Child Study Action Plan that
uses different practices and materials than those previously used with the student. Given
the problem and hypotheses, the team should brainstorm possible interventions and
strategies. The committee should evaluate alternatives and act on the following:
• Select interventions for implementation. What materials will be used? What
specific methods, strategies, or best practices will be used?
• Who will serve as the interventionist to implement the intervention/ strategy:
teacher, tutor, assistant, specialists, etc?
• In what setting will the plan be implemented (classroom, pull-out program)?
• What time of day will the plan be implemented (during the day, before/after
school)? How long will the plan be in place (5 weeks, 8 weeks)?
Step 2 Common Pitfalls
Guiding Questions
•
Goal is vague, not in behavioral terms
•
Would we have the goal if we reversed
•
Setting a goal by stating absence of
the description of the problem?
behavior
•
What are the replacement behaviors
we would like to substitute for the
problem behavior?
•
Evaluation of ideas as they are
generated
•
Limiting suggestions to what is
currently in place
•
Tendency to see a specific place or
person as an intervention
•
Selecting interventions that are
unrelated to the hypothesized
reason for the problem
•
Giving referring teacher sole
responsibility for implementing
interventions
•
Let’s just list ideas now and evaluate
later
•
If we could do anything, what
intervention would we design?
•
Is that an intervention, or a place
where an intervention occurs?
•
Will that intervention address the
cause of the problem?
•
How can we share responsibility for
implementation?
•
Who will implement the intervention?
•
What method and materials will be
used?
•
When and how often will the
intervention occur?
•
Where will the intervention occur?
•
Who will support the teacher as he/she
continues to instruct the child?
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