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Select Interventions

Once the function of behavior is determined and the behavior pattern mapped-out, the next step in the process is to select the interventions and strategies that will be put in place to support the student.  It is important that interventions and strategies are selected to complement each dimension of the behavior pattern. The various interventions and strategies selected should work in tandem with each other and address the function of behavior.

Further Reading


Todd, A.W., Campbell, A.L., Meyer, G.G., Horner, R.H. (2008). The effects of a targeted intervention to reduce problem behaviors elementary school implementation of check in–check out. Journal of Positive Behavior Intervention, 10(1), 46-55.  10.1177/1098300707311369. hosted at


Plan Interventions and Supports

Tools and Resources

NJ PBSIS Behavior Intervention Plan Template and Sample for Jason
NJ PBSIS Planning documents.   The NJ PBSIS Intervention Planner is organized in terms of antecedent conditions that are typically problematic in school settings.  For each antecedent condition, an array of interventions and strategies are provided that include ways to modify the triggers, replacement skills to teach and suggestions for using incentive systems.
Check-in Check-out (CICO) Systems.  Check-in Check-out systems are a great way to provide support to students who need a little extra adult attention or could use some assistance staying organized. Customize the frequency and focus on the CICO system to reflect the individual student's support needs.
Replacement Skill Instruction.  Providing the student with a more effective way to handle themselves when antecedent triggers are present is one of the most important features of the behavior intervention plan. Replacement skill instruction should be guided by high quality teaching in the same way we would teacher academic content. 



Student Goal Planning Contract.  Traditionally referred to as a behavior contract, a goal planning contract is a defined agreement between the student and school staff.  The goal planning contract focuses everyone’s effort on supporting the development of replacement and pro-social skills we want to the student to be using.   While it is a good practice to articulate natural consequences, behavior contracts should not be used as a punishment threat.  The goal planning contract includes four parts:
  • An operationally defined goal (i.e., the desired behavior you want to see the student do)
  • Specific actions the student will engage in to achieve the goal
  • Supports and help that teachers and staff will provide
  • An incentive for meeting the goal

Incentive Systems.  Incentive systems are a great way to add a little extra motivation for making good behavior choices.  Keep these three important principles in mind when designing a student specific incentive system:

1. Easy earn:  Set goals that allows the student to immediate access the incentive. 

2. Eliminate wait:  Access to incentives should occur often enough to be meaningful to the student. 

3. Preferred and novel:  Incentives should be of interest to the student and changed often enough to maintain interest. 

Redirection strategies. The NJ PBSIS Redirection Protocol provides structured guidance for how to redirect students back to routine following a conduct infraction or occurrence of behavior.