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. Author manuscript; available in PMC: 2018 Oct 16.
Published in final edited form as: Infants Young Child. 2016 Apr-Jun;29(2):130–147. doi: 10.1097/IYC.0000000000000058

Table 1. Behavior Support Plan for Bella.

Components Strategies
Prevention Strategies

  • Reduce distractions by turning off TV or turning down TV volume and locating a defined, quiet space for intervention.

  • Provide the following expectations prior to the start of the home visit session:

    • We are going to play games.

    • We are going to sit.

    • We play with toys. (e.g., “We push the buttons. We don't put them in our mouths.”)

    • When you are all done, you sign “All Done.”

  • Provide contingent descriptive praise when Bella is on task. (e.g., “You are doing a great job sitting here and playing the bubbles with me.”)

  • Provide warnings to facilitate transitions from one activity to the next (Five more minutes and we are going to play a different toy.)

  • Provide choices of activities using materials/visual cards. (Would you like to play with puzzles or nesting cups?)

  • Use First ➔ Then visual to facilitate transitions between activities. (First we play with farm animals, then we play with bubbles.)
New Skills to Teach Bella

  • Teach Bella to sign/use visuals/vocalize to request for Help.

  • Teach Bella to sign/use visuals/vocalize to indicate that she is All Done or needs a Break.

  • Teach Bella to Wait by counting down from 1-10 or use visual timer.

  • Teach Bella to sign/vocalize when she wants a Turn or when she wants More by gently patting her own chest.
Lusa's New Responses to Bella's Challenging Behaviors and Bella's Use of New Skills

  • Provide descriptive praise when Bella uses a new skill. (e.g., Thank you for telling me that you are all done.)

  • Grant Bella's request when she uses her new skills.

  • When Bella engages in challenging behaviors remind Bella of the expectations and/or remind her to use the new skills she learned:

    • Redirect her by using a prevention strategy (Showing her the First ➔ Then visual statement and remind her that First we play with farm animals and then we play with bubbles.)

    • Redirect her to use a new skill (e.g., Say “My Turn”)

    • Restate expectations of the session (“Remember that we play with toys; we don't put them in our mouths.”)

    • Use visual STOP/WAIT sign or counting from 1-10 remind her to wait and redirect away from challenging behaviors.

    • Use blocking when Bella engages in self-injurious behaviors. (e.g., Place hand between Bella's head and the floor to prevent her from getting hurt.)