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Behavior Intervention Report Blank Form

The Behavior Intervention Report for the 2024-2025 school year outlines the strengths and challenges of a learner, including difficulties in task completion, attention, peer interactions, and emotional regulation. Various intervention strategies have been implemented, such as the use of visual aids and small group instruction, with recommendations for continued individualized educational plans and assistive technologies. The report emphasizes the importance of collaboration with parents and specialists to support the learner's progress.

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18 views2 pages

Behavior Intervention Report Blank Form

The Behavior Intervention Report for the 2024-2025 school year outlines the strengths and challenges of a learner, including difficulties in task completion, attention, peer interactions, and emotional regulation. Various intervention strategies have been implemented, such as the use of visual aids and small group instruction, with recommendations for continued individualized educational plans and assistive technologies. The report emphasizes the importance of collaboration with parents and specialists to support the learner's progress.

Uploaded by

Lyn D. Pen
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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[Type here]

BEHAVIOR INTERVENTION REPORT


Sy 2024 – 2025

Name of Learner Date of Birth LRN NO.

Difficulty / Disability of the Learner Gender Educational Placement


Self contain

inclusion
Difficulty / Disability of the Learner With Assessment: _____ Without Assessment
Date:________ ______

Date of Observation Name of Teacher

Parent/ Guardian Address Religion

BEHAVIOR MANIFESTATION AND INTERVENTION


Strengths:

 [List strengths, such as creativity, problem-solving, verbal communication, etc.]


 Demonstrates a positive attitude toward subjects of interest.
 Shows perseverance when supported appropriately.

1. Academic Behavior:

 Task Completion:
o Often struggles to complete assignments on time, especially those requiring
reading comprehension or written responses.
o Benefits from additional time and step-by-step instructions.
 Attention and Focus:
o Demonstrates difficulty maintaining attention during longer tasks or
lectures.
o Tends to become easily distracted by noises or peer interactions.
o Shows improved focus with visual aids and hands-on activities.
 Participation:
o Hesitant to participate in class discussions.
o Frequently seeks reassurance or validation when answering questions.
o Demonstrates engagement when tasks align with their strengths or interests.
[Type here]

2. Social Behavior:

 Peer Interactions:
o Prefers one-on-one interactions over group activities.
o May struggle with understanding social cues, leading to occasional
misunderstandings.
o Responds positively to peer support but may require guidance to initiate
social exchanges.
 Emotional Regulation:
o Displays frustration or anxiety when faced with challenging tasks.
o May withdraw or exhibit avoidance behaviors when overwhelmed.
o Benefits from structured breaks and coping strategies like deep breathing
exercises.

3. Classroom Behavior:

 Following Directions:
o Needs instructions repeated or broken down into smaller steps.
o Responds well to visual schedules and checklists.
 Organization:
o Difficulty organizing materials and managing time.
o Requires support to maintain an organized workspace and track
assignments.

Intervention Strategies Implemented:

 Use of visual aids and graphic organizers.


 Regular check-ins to monitor understanding and progress.
 Small group instruction and peer mentoring.
 Positive reinforcement and rewards for task completion.

Recommendations:

 Continued use of individualized educational plans (IEP) with specific, achievable


goals.
 Implement assistive technologies to support learning (e.g., text-to-speech tools).
 Provide a quiet workspace for focused tasks.
 Ongoing collaboration with parents and specialists to reinforce learning strategies at
home.

Prepared by: Noted:

MARILYN D. PENA, MT 1 MARIA LIGAYA R. ROMERO, P-III


Adviser School Principal

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