1.

Basic Information
Child’s name: Ben
Team Members: Danielle Vachon, Ben’s mom & dad
Date intervention initiated: 30 April 2014 (Social/Behavior Skills)
2. Goal, objectives/benchmarks, program steps
Goal 1.0
Ben will interact with others as play partners during daily activities
by taking turns with others, establishing and maintaing proximity to
others, and will respond to affective initiations from others.
Objectives
1.1 Ben will take turns with others during daily activities (ex., Ben
will hand a lego piece to a peer at the lego table who is looking for
a certain lego).
1.2 Ben will establish and maintain proximity to others during
unstructured, child-directed activities (ex., Ben will walk over to
a peer playing blocks and will begin to play beside that peer with
his own blocks).
1.3 Ben will respond with socially appropriate responses to other’s
affective initiations (ex., Ben will make eye contact and smile in
response to a peer’s greeting).
Goal 2.0
Ben will select appropriate strategies to resolve conflicts. Strategies
include negotiating, using simple strategies, and claiming and defending
possessions.
Objectives
2.1 Ben will initiate solutions to bring about agreement when in
conflict with a peer or an adult (ex., when Ben and a peer want to play with
playdough, Ben will say “I’ll play with this color and you can play with that
color.”
2.2 Ben will use a variety of simple strategies (ex., tell a teacher if he
needs help with an issue, walk away, use his words) to resolve conflicts
with other people (ex., if a child hits Ben, he can find an adult and say that
“so and so hit me.”
2.3 Ben will use verbal and nonverbal strategies to claim and defend
possessions (ex., if a child has something of Ben’s he will say, “Excuse me,
that is mine, may I please have it back.”

3. Outcomes
We want Ben to have personal space and correct responses to peers in the
classroom. We also want Ben to use his best judgment when a conflict
arises in the classroom.
4. Accommodations, modifications, and intervention strategies
*During project time or play time, putting the child’s project/toys on a
plastic tray or in a cardboard box lid. This way, the child has a reminder of
which items are his or hers and are relevant to the project or game.
*Provide individual boundaries by having children sit on carpet squares at
circle time.
*Only have 2 children allowed at the lego table at one time to make sharing
easier.
5. Activity Plan #1
1. Activity Name
Rainbow Sharing (Small Group)
2. Materials
One box of markers
White paper
3. Environmental arrangement
The class needs to be sitting in a circle (each on their carpet
square). The teacher needs to be holding a marker in his/her hand. The box
of markers and white paper needs to be on the teacher’s desk.
4. Sequence of steps
Beginning
The teacher begins by giving a child in the circle a marker. The
teacher then asks, “Can I share that marker?” The child responds by
saying, “Yes!” while looking at their peer in the eyes. After this the
teacher will act out asking to share the marker with a few more
students. Once the children get the jist of this, the class will pass the
marker around the circle. Each child will have a chance to politely
ask to “share the marker.”
Middle
The teacher then hands each child a white piece of paper and they go
to their seats. The teacher then will give each child ONE marker
each. The object of the lesson is to use all the markers to make a
rainbow. In order to do this the children need to politely ask each
other if they can “please share the marker.” The key to this lesson is
using polite words and eye contact.

End
Review polite words to use. Talk about what words worked/didn’t
work. Talk about how to respond to someone after they have asked
you politely. Brainstorm other ways to share in the classroom.
5. Embedded learning opportunities
Learns/practices sharing
Explores new “polite” words
Work on eye contact
Build friendships
Demonstrates understanding of drawing a rainbow
Practices social/communication skills
Uses listener/speaker roles
6. Planned variations
Vary the objects that will be shared (crayons, stamps,
stickers, Legos, tracers, etc.)
7. Vocabulary
“Please” “Share” “Can you?” “Thank you” “May I?” “Yes, when
I finish”
8. Peer Interaction opportunities
Ben can interact with all peers in the classroom. He will have
the opportunity to have a positive experience with each and every
one of them. All children could benefit from this sharing activity.
6. Individual Activity Plan #2
1. Activity Name
Story Drawing
2. Materials
Multiple pieces of paper
Pictures of familiar objects that have been causing conflicts
(lining up, Legos, blocks, recess)
Markers, crayons
3. Environmental arrangement
The child should be sitting at a comfortable spot in the home
or class. The paper should be in front of the child with all of
the pictures laid out on the table.
4. Sequence of steps
Beginning
At the beginning of the activity a few select pictures are
presented to Ben that have been giving him trouble

throughout his day (lining up, sharing Legos, sharing blocks,
morning greetings and recess time). Once Ben has seen all the
pictures he should describe ways in which he can make a
better choice during those situations.
Middle
Ben is then prompted to draw a picture of him making a better
choice in each situation. He will look at the picture provided
and draw a picture of himself during that time.
End
Review original pictures and talk about what was causing the
problem. Then review Ben’s pictures he drew about how he
can make better choices. Then make Ben’s pictures into a
small book so that if he needs assistance he can go back to his
book and remember what he drew and talked about.
5. Embedded learning opportunities
Learns/practices social-communication skills
Repeats targeted words and actions
Uses listener/speaker roles
Matches issue to a resolution
6. Planned variations
Vary the pictures shown to Ben
7. Vocabulary
“Please” “Talk to an adult” “No thank you” “Use my words”
“Make eye contact” “Walk away”
8. Caregiver involvement
Parents can facilitate the activity and prompt Ben to use the
correct words/actions during a conflict.
Ben’s family could come up with new pictures from home that
he is having trouble with and work on making a story for
home.

7. Embedding Schedule
School
Routine

Arrival

Morning
Cirlce

Morning
Play
Jobs

Recess

Take
turns with
others
during
daily
activities

Establish and
maintain
proximity to
others during
unstructured,
child directed
activities

Will respond
with socially
appropriate
responses to
other’s
affective
initiations
Encourage
children to
greet one
another with a
warm smile
and eye
contact each
morning
Have a
morning
greeting
routine where
children have
to greet one
another in
different ways
Describe play
as working
together
Remind
children that
jobs are done
alone and in
their own
space
Remind
children to use
kind words to
one another
and wait their
turn.

Ben will
initiate
solutions to
bring about
agreement
when in
conflict with
peer or adult

Ben will use a
variety of
simple
strategies