For which of the following children might an intensive individualized intervention be most appropriate?

For which of the following children might an intensive individualized intervention be most appropriate?

• A. Jonathan has developed a pattern of pinching other children when they are not looking.
• B. Robin continues to click the iPod on and off after being told not to do so.
• C. Lindsey pushes Neil down.
• D. Sung Won and Jerome throw sand.

Answer: (A)

Intensive individualized intervention is most appropriate when a behavior is persistent, potentially harmful, and not easily and quickly changed with general classroom strategies. Jonathan’s pattern of pinching other children when they aren’t looking is covert and recurrent, which makes it harder to notice early and intervene effectively. This kind of behavior benefits from a one-on-one, carefully planned approach that includes a functional assessment to identify triggers, tailored replacement skills, and consistent safety measures. The hidden, opportunistic nature of the act means data collection, close monitoring, and a personalized plan are key to reducing the behavior and teaching safer social interaction. The other behaviors, though serious, are more overt and typically addressed with standard classroom management techniques, reinforcement of expected behavior, and direct redirection. They can often be managed through routines and supervision without needing the same level of individualized, one-on-one intervention unless they persist or escalate.

Intensive individualized intervention is most appropriate when a behavior is persistent, potentially harmful, and not easily and quickly changed with general classroom strategies. Jonathan’s pattern of pinching other children when they aren’t looking is covert and recurrent, which makes it harder to notice early and intervene effectively. This kind of behavior benefits from a one-on-one, carefully planned approach that includes a functional assessment to identify triggers, tailored replacement skills, and consistent safety measures. The hidden, opportunistic nature of the act means data collection, close monitoring, and a personalized plan are key to reducing the behavior and teaching safer social interaction.

The other behaviors, though serious, are more overt and typically addressed with standard classroom management techniques, reinforcement of expected behavior, and direct redirection. They can often be managed through routines and supervision without needing the same level of individualized, one-on-one intervention unless they persist or escalate.