Student's Cognitions in Developing & Implementing the Intervention Plan

Whether we are analyzing the causes of a student's challenging behavior, or developing and implementing an intervention plan, consideration of the student's cognitions will lead to more effective interventions1. The following forms can ask the student what he/she was thinking/feeling when the antecedent events, challenging behaviors, and subsequent consequences occurred:

 

Cognitively-Based Strategies to Prevent & Address (List Challenging Behavior)
Antecedent Events - List event (s), which occurred prior to the challenging behavior Student identifies & lists thoughts & or feelings right before the challenging behavior and see if can be connected to the antecedent event. For example, a statement like the following can serve as a template, based on particular student's challenging behavior and circumstances:

"Right before (list challenging behavior), (list antecedent events) was occurring and I was thinking (list thoughts) and feeling (list emotions)."
Challenging Behavior Student identifies & lists thoughts & or feelings when engaged in the challenging behavior. For example, a statement like the following can serve as a template, based on particular student's challenging behavior and circumstances:

"When I was (list challenging behavior), I was thinking (list thoughts) and feeling (list emotions)."
Consequences of the Behavior Student identifies & lists thoughts & or feelings after the consequences of the challenging behavior occur and see if the student sees the connection to the consequences. For example, a statement like the following can serve as a template, based on particular student's challenging behavior and circumstances:

"Right after (list challenging behavior), (list consequences) and I was thinking (list thoughts) and feeling (list emotions)."

 

 

 

 

Cognitive Considerations in Analyzing the Causes of a Student's Challenging Behavior (Identify Behaviors)
Student's Name:                                                                                                       Date of Observation:
Antecedent Events Student's Thoughts &/or Feelings Challenging Behavior Student's Thoughts &/or Feelings Consequences of Behavior Student's Thoughts &/or Feelings
 

 

          
 

 

          
 

 

          
 

 

          
 

 

          

 

Footnotes
1. Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003) Classroom Management that Works   Alexandria, Virginia, Association for Supervision and Curriculum Development - page 78.