Positive Intervention Strategies
Positive intervention strategies are broadly utilized to help children with various disabilities, mental disorders, or challenging behaviors. These strategies offer a list of distinct techniques, which may contribute to the reduction of challenging behaviors and improvement of learning skills. There are a significant number of strategies, all of which are designed to be positive and proactive. The first strategy is the Stop, Relax, and Think strategy. It consists of six steps, including defining the problem and the subject of the problem, thinking about multiple solutions, selecting and implementing the best solution, and assessing consequences. Another strategy is the planned response method, which implies that some challenging behaviors are aimed at gaining attention (McKenna et al., 2017). The third strategy is finding diverse opportunities for the child to help others.
Possible Benefits
The above-mentioned strategies may be beneficial in terms of supporting and guiding children in the accessibility of the general curriculum and daily routines. The Stop, Relax, and Think strategy may help children to acknowledge their actions and reduce challenging behaviors. The planned response method suggests that not responding to provocative behaviors may defeat the purpose of such behaviors and hence minimize their occurrence. Finding opportunities for the child to help others implies that, in some cases, challenging behaviors may be redirected to good use. Transforming disruptive behavior into positive activities may improve attention and mutual understanding (Little & Akin-Little, 2019). It may also be critical to utilize these strategies at home. Hence providing parents with sufficient knowledge regarding positive intervention strategies may be crucial. For example, the planned response method is particularly suitable for parents when the child has a tantrum for attention. It may also be necessary to provide families with advice. However, listening to and respecting the parent’s perspective may be the key to successfully implementing positive interventions in a collaborative manner.
References
Little, S. G., & Akin-Little, A. (2019). Behavioral interventions in schools: evidence-based positive strategies. American Psychological Association.
McKenna, J. W., Flower, A., Falcomata, T., & Adamson, R. M. (2017). Function-based replacement behavior interventions for students with challenging behavior. Behavioral Interventions, 32(4), 379–398. Web.