Visual Schedules

When learning routines, some individuals may benefit from having steps presented in a meaningful sequence with a clear start and finish (Schneider & Goldstein, 2009). Particularly, children with challenging behaviors, an intellectual disability, or autism spectrum disorder benefit from the use of visual schedules. Visual activity schedules are especially helpful to improve transition and on-task […]

Social Competence Intervention (SCI)

SCI is a social competence intervention developed by Stichter et al. (2010) that combines both cognitive-behavioral and applied behavior analysis principals within a group-based structure. Specifically, the intervention is designed to enhance the social competence needs of elementary, middle school, and high school youth with social skill deficits. Each version provides structure, consistency, and scaffolding […]

Opportunities to Respond

This intervention has been shown to be successful in multiple classroom settings such as during the use of direct instruction, classwide peer tutoring, and computer-assisted instruction. An OTR is described as a teacher behavior (question, prompt, cue) that invites or solicits an individual student response or a unison response. These student responses can be verbal […]


CW-FIT is a behavioral intervention designed to explicitly teach and reinforce appropriate social behaviors through the use of a game like activity that can be implemented within the general education classroom setting. This intervention can be strategically implemented during “problem” times of the day to decrease problem behavior. CW- FIT incorporates multiple research-based behavioral strategies […]


Although there is a wealth of existing behavioral interventions, many rely solely on teacher implementation, require significant attention, and may be difficult to apply consistently (Briesch & Chafouleas, 2009).  In contrast, self-management interventions make students responsible for tracking their own behavior.  At the core of self-management, is self-monitoring where students are provide with the definitions […]

Video Modeling and Video Self-Modeling for Students with Autism Spectrum Disorders

Video modeling involves the use of a video taped recording in which an individual is presented as correctly performing a given task.  Students are able to learn the task by viewing a correctly executed example.  In the case of video self-modeling, the visual example of the task is created by the student.  Theoretically, the self-modeling […]

Say Show Check

Each of the classroom rules and why adhering to each rule is important is verbalized to the class. Modeling what adherence to each rule would look like and what non-adherence to each rule would look like is next. Students then scrutinize non-adherence, re-practice appropriate rule behavior, and are praised for demonstrating proper rule following. This […]

Active Teaching of Rules

This is intervention provides a framework to assist teaching in the use of modeling practice and feedback to instruction classroom behavioral expectations. The intervention starts with the explicit display of rules in each classroom environment followed by a review and discussion of the rules with the students. This is then followed by having individual students […]

Sit and Watch

This classic intervention was designed to provide a simple method to aid a child in the acquisition of desired behavior through observing other children behave appropriately. Specifically, using a modified time-out procedure, the student is removed from an activity and instructed both why they were removed and what the appropriate behavior would have been. Then […]