Planning
BST comprises five steps that are done in sequence or in combination with one another. The goal is maintaining the learner’s interest and motivation while adjusting quickly to their behaviour. As with all interventions done with a learner, the learning environment must be taken into account and the principles of inclusion must be respected. Good program planning is therefore essential. In addition, if the targeted skill is a social skill, it is important to follow the steps in the planning process that apply to social skills.
Throughout this section you will follow the path of Jeremy, a 12-year-old learner who had a CALI – Functional Skills for Independence. His team chose to target the skill: Walks to identified location without stopping unnecessarily. Since it is not a social skill, the steps that apply to social skills will be skipped.The planning tool below helps to record the information required for the smooth operation of the intervention and the learner’s progress. Open the document that contains Jeremy’s example and follow the steps performed by his team during the planning process.
Intervention Planning Tool: BSTIntervention Planning Tool: Jeremy’s Example
Planning Process
Click on each step for a detailed description.
Designate the adult responsible for planning and supervision and the adult responsible for implementing the teaching strategy.
The person responsible for intervention planning is often also responsible for the implementation and for collecting the data. However, an educational assistant, another teacher, or another member of the team can also play an important role in implementation and collecting data. This person must therefore be familiar with the expectations and have good support. The section Coaching and Supporting Staff provides more information related to staff support.
(For social skills) Select the peers who will participate in the teaching sessions.
It is preferable to choose peers of the same age as the learner and with whom they get along well. The peers must also be able to follow instructions and act as models for the learner.
Define the targeted skill in observable and measurable terms.
It is important to define the targeted skill so that all those involved can read the description to learn exactly what does and does not constitute a correct response. An effective definition therefore includes information that precisely describes the skill.
| Examples Measurable and observable | Counterexamples Difficult to measure or observe |
|---|---|
| Offer a toy he is playing with to a peer or agree to give a toy he is playing with to a peer when the peer asks him | Share his toys |
| Wave or say “hi” after making visual contact with a person | JGreet people |
| Throw a softball with two hands in a specific direction | Throw a ball |
Collect data on the learner’s current level.
Writing a SMART goal involves determining the learner’s current level. The CALI – Functional Skills for Independence often helps to collect relevant information (e.g. the learner stopped three times on the trip from the gym to his locker).
The objective of this data collection is to obtain enough information about the learner’s current level to be able to write a SMART goal: Specific, Measurable, Achievable, Realistic, and Time-Bound. To do this, it is necessary to remain neutral and record specific facts directly related to the skill observed, noting trends or recurring factors.
Here is a data collection sheet for obtaining information about the learner’s current level. This tool allows measurement of frequency or duration of the behaviour and can be adapted to the type of data to be collected. It is up to the person responsible for data collection to determine what type of measurement is most appropriate for the targeted skill.
Data Collection Sheet: Learner’s Current Level
See how Jeremy’s team recorded the data related to his behaviour. Since it is possible to count the number of times Jeremy demonstrated the behaviour in question, the team chose to measure the frequency on the data collection sheet.
Data Collection Sheet: Jeremy’s Current Level
The Intervention Planning Tool includes a section entitled Learner’s current level where a brief summary can be written using the information collected. Following is the summary written by Jeremy’s team:
During the seven trips observed, Jeremy stopped a total of 15 times. The most difficult trips seem to be the ones from the gym or the playground to another location. When Jeremy goes to the cafeteria or his locker before recess, he does not stop.
The objective of this data collection is to obtain enough information about the learner’s current level to be able to write a SMART goal: Specific, Measurable, Achievable, Realistic, and Time-Bound. To do this, it is necessary to remain neutral and record specific facts directly related to the skill observed, noting trends or recurring factors.
Here is a data collection sheet for obtaining information about the learner’s current level. This tool allows measurement of frequency or duration of the behaviour and can be adapted to the type of data to be collected. It is up to the person responsible for data collection to determine what type of measurement is most appropriate for the targeted skill.
Data Collection Sheet: Learner’s Current Level
See how Jeremy’s team recorded the data related to his behaviour. Since it is possible to count the number of times Jeremy demonstrated the behaviour in question, the team chose to measure the frequency on the data collection sheet.
Data Collection Sheet: Jeremy’s Current Level
The Intervention Planning Tool includes a section entitled Learner’s current level where a brief summary can be written using the information collected. Following is the summary written by Jeremy’s team:
During the seven trips observed, Jeremy stopped a total of 15 times. The most difficult trips seem to be the ones from the gym or the playground to another location. When Jeremy goes to the cafeteria or his locker before recess, he does not stop.
Write a SMART goal.
When the necessary information is collected, a SMART goal must be written for the learner. This goal will be included in the learner’s intervention plan or in any other relevant document.
Following is the SMART goal the team wrote for Jeremy:
By April 15, XXXX, Jeremy will be able to make the following trips without stopping: gym-lockers, playground-lockers, music-lockers, locker-English class, following the other students in his class, without a reminder from an adult, with an 80% success rate.
Following is the SMART goal the team wrote for Jeremy:
By April 15, XXXX, Jeremy will be able to make the following trips without stopping: gym-lockers, playground-lockers, music-lockers, locker-English class, following the other students in his class, without a reminder from an adult, with an 80% success rate.
Develop a success criterion for role-play or practice exercises.
The third step of BST consists of role-playing or practice exercises during which the learner practices using the skill. Some learners need only a few exercises, while others need to do several sessions of scenarios before they can go on to the next step. It is therefore important to determine the criterion of success for the practice exercise.
The criterion of success for role-playing or practice exercises is similar to the SMART goal but must also reflect the context in which the exercises will take place.
For example:
Following is the criterion of success that the team wrote for Jeremy’s practice exercise. Note how this criterion of success is different from the SMART goal:
Jeremy will be able to make the following trips at times when there are no students in the hallways: gym to lockers, playground to lockers, music to lockers, lockers to English class, without stopping or turning around, without a reminder from an adult, with an 80% success rate.
The criterion of success for role-playing or practice exercises is similar to the SMART goal but must also reflect the context in which the exercises will take place.
For example:
| Success criterion for role-playing or practice exercises | SMART goal |
|---|---|
| The student will be able to remain seated in his designated seat on the school bus for 30 minutes under the supervision of an adult, when the vehicle is immobile in the school parking lot. | By April 20, XXXX, the student will be able to remain seated in his designated seat on the school bus for the length of two daily trips. |
| The student will be able to make five requests per 30-minute period for items visible in the environment. | By December 15, XXXX, the student will be able to make at least 20 requests per day for items/activities that are visible or not. |
Following is the criterion of success that the team wrote for Jeremy’s practice exercise. Note how this criterion of success is different from the SMART goal:
Jeremy will be able to make the following trips at times when there are no students in the hallways: gym to lockers, playground to lockers, music to lockers, lockers to English class, without stopping or turning around, without a reminder from an adult, with an 80% success rate.
Choose an appropriate location to carry out the first four steps of BST
The last step of BST takes place in the natural environment, but the first four steps can be done elsewhere. The location may vary according to the individual, but it is often preferable to choose a calm place such as an office, where the learner can pay attention to the explanation, modelling, and comments. Also, practicing in several different locations can encourage the generalization of the skill for some learners. Others will need to do the practice exercises in the natural environment from the beginning.
The Inclusive Learning Environment section provides more information about the learning environment.
The Intervention Planning Tool includes a section to be completed entitled Planning the Learning Context. This is how Jeremy’s team chose the learning environment for the program:
Planning the Learning Context
In which environment(s) can the skill be put into practice?
It is a skill that can be practiced in everyday travel. The students in Jeremy’s class make between 12 and 15 trips a day. Mrs. Harvey will be able to accompany Jeremy on a more regular basis, and Mrs. Perry will be present during the teaching sessions.
Can the level of reinforcement required for learning the targeted competency be provided in the common learning environment? If so, how?
A token economy system will be used with Jeremy. Jeremy will be able to receive his token in the common learning environment. The exchange of tokens and access to the reinforcer will also take place in the common learning environment.
Does the common learning environment allow sufficient intensity for the learner to learn the targeted skill? Elaborate.
Jeremy will need to practice the skill several times. Practice will take place in the natural environment (e.g., Jeremy will practice travelling from the playground to the lockers in that environment), but while the other students are in class.
Does the learner have observational learning skills? If not, plan to teach this skill:
Jeremy has challenges with his ability to learn by observation. This skill will be integrated into teaching through modelling.
Can the learning of the targeted skill be integrated into the class schedule? If so, how?
It is not possible to include the teaching sessions in the classroom group schedule. These sessions will take place individually with Jeremy and an adult. However, once the skill is mastered, Jeremy will be able to practice it with his class group during the daily travels.
What is the most favourable learning environment for learner success?
Individual instruction will be required in the early stages of the intervention. Jeremy will have several opportunities to practice the skill and receive reinforcement.
Once Jeremy has mastered the goal set for the practical exercises, he will be able to practice the skill in the natural environment with the other students.
The Inclusive Learning Environment section provides more information about the learning environment.
The Intervention Planning Tool includes a section to be completed entitled Planning the Learning Context. This is how Jeremy’s team chose the learning environment for the program:
Planning the Learning Context
In which environment(s) can the skill be put into practice?
It is a skill that can be practiced in everyday travel. The students in Jeremy’s class make between 12 and 15 trips a day. Mrs. Harvey will be able to accompany Jeremy on a more regular basis, and Mrs. Perry will be present during the teaching sessions.
Can the level of reinforcement required for learning the targeted competency be provided in the common learning environment? If so, how?
A token economy system will be used with Jeremy. Jeremy will be able to receive his token in the common learning environment. The exchange of tokens and access to the reinforcer will also take place in the common learning environment.
Does the common learning environment allow sufficient intensity for the learner to learn the targeted skill? Elaborate.
Jeremy will need to practice the skill several times. Practice will take place in the natural environment (e.g., Jeremy will practice travelling from the playground to the lockers in that environment), but while the other students are in class.
Does the learner have observational learning skills? If not, plan to teach this skill:
Jeremy has challenges with his ability to learn by observation. This skill will be integrated into teaching through modelling.
Can the learning of the targeted skill be integrated into the class schedule? If so, how?
It is not possible to include the teaching sessions in the classroom group schedule. These sessions will take place individually with Jeremy and an adult. However, once the skill is mastered, Jeremy will be able to practice it with his class group during the daily travels.
What is the most favourable learning environment for learner success?
Individual instruction will be required in the early stages of the intervention. Jeremy will have several opportunities to practice the skill and receive reinforcement.
Once Jeremy has mastered the goal set for the practical exercises, he will be able to practice the skill in the natural environment with the other students.
Plan interventions based on the schedule of the people involved.
Several people may be involved in the intervention process. Planning with the other staff members (e.g. homeroom teacher, educational assistant, other professionals) is essential in order to optimize everyone’s time.
(For social skills) Meet with peers.
It is recommended to meet with peers in advance to prepare them for teaching sessions. Depending on the age and maturity of peers, a discussion about similarities and differences can help them understand that everyone has special strengths and challenges. They must then be presented with the specific strategies they will need to put into practice during the teaching sessions with the learner. Some peers may need a BST session to better understand their role. Whatever the case, it is imperative to obtain the consent of parents/guardians before specifically discussing the learner with his or her peers.
Identify reinforcers.
The reinforcers to be offered to the learner (or that the learner can exchange for tokens) must now be identified. The reinforcers are tangible objects, activities, events, or privileges. The preference assessment makes it possible to list potential reinforcers and offer the learner varied reinforcers.
Here is how Jeremy’s team identified the reinforcers:
Mrs. Perry discussed Jeremy’s preferred activities with him and asked his parents for complementary information. She also observed Jeremy on the playground and took note of the activities he participated in. With all of this information, Mrs. Perry was able to develop a list of potential reinforcers for Jeremy.
Here is how Jeremy’s team identified the reinforcers:
Mrs. Perry discussed Jeremy’s preferred activities with him and asked his parents for complementary information. She also observed Jeremy on the playground and took note of the activities he participated in. With all of this information, Mrs. Perry was able to develop a list of potential reinforcers for Jeremy.
Decide whether a token economy system is appropriate.
For some learners and under certain conditions, a token economy system is preferable. The Positive Reinforcement section explains the prerequisites and steps required for putting a token economy system into effect.
Jeremy used tokens for teaching of another skill, so his team decided to use this system again.
Jeremy used tokens for teaching of another skill, so his team decided to use this system again.
Determine the components of the learner’s continuous reinforcement program.
To bring about an increase in the frequency of the targeted behaviour, the reinforcer or token will need to be delivered for all occurrences of the behaviour. It is important to develop a detailed reinforcement program. That way the person doing the reinforcement can apply each component of the program with fidelity. Some additional components are added with a token economy system:
- Who is responsible for offering the reinforcer or token to the individual?
- What quantity must be offered?
- Who looks after the exchange of tokens against the reinforcer?
- When can the tokens be exchanged against the reinforcer?
- How long can an individual have access to the reinforcer?
- What is the rate of exchange?
Obtain the consent/authorization required.
Parents/guardians, teachers, and other care providers who have participated in CALI — Functional Skills for Independence can participate in the choice of the skill or skills to be targeted. However, in some situations, and according to the regulations for each work environment, it may be necessary to obtain formal signed consent from the parents. For example, if the team decides to work on the skill Crossing the street, obtaining parental consent is recommended. Also, the school principal must be informed if certain unusual activities are planned (e.g. practicing the skill Enters and exits the bus appropriately requires the cooperation of the bus driver.)
Assemble the materials required for the modelling activity, role-playing, and reinforcement.
Prepare specific materials adapted to the context and age of the learner and the reinforcers that were identified during planning.
Prepare the necessary data collection sheet(s).
Print the data collection sheets below to record the learner’s performance during practice exercises and to put the skills into practice in the natural environment. These tools may be modified according to intervention needs.
Data Collection Sheet: Practice ExerciseData Collection Sheet: Natural Environment
Data Collection Sheet: Practice ExerciseData Collection Sheet: Natural Environment
Plan ongoing support.
Ongoing support is essential to the success of the intervention. It involves planned observation sessions during which the designated person checks the fidelity of the implementation of the intervention and the data collection in relation to the learner’s performance. The Coaching and Supporting Staff section contains more detailed explanations about ongoing support.
The observation tool for ongoing coaching facilitates the support of members of school staff. Special instructions related to this document are found in the Coaching and Supporting Staff section.
Here is the document prepared by Jeremy’s team: Observation Tool for Ongoing Support – Jeremy’s Example (Blank).
The observation tool for ongoing coaching facilitates the support of members of school staff. Special instructions related to this document are found in the Coaching and Supporting Staff section.
Here is the document prepared by Jeremy’s team: Observation Tool for Ongoing Support – Jeremy’s Example (Blank).
