Treatment Planning and Intervention
From assessment to plan
Treatment planning links assessment findings to measurable goals and selected interventions. A strong plan states the presenting need, the target behaviour or skill, baseline data, the goal, the method, the responsible person, and the review timeline. Goals should be specific, measurable, achievable, relevant, and time-bound.
Core concepts
- Baseline and progress monitoring: establish baseline before intervention; use repeated measurement to judge response.
- Tiered logic: universal supports first, then targeted, then intensive, with movement based on data.
- Matching intervention to function: the intervention should address the assessed function of the behaviour, not just its topography.
- Strengths-based and person-centred planning: include the client's preferences and goals; consider cultural fit.
- Generalisation and maintenance: plan for transfer across settings and people, and for fading supports.
- Informed consent and collaboration: the client (or guardian) should understand options, risks, and alternatives.
Common question traps
Questions often reward choosing an intervention before establishing a baseline, or selecting the most intensive option without justification. Another trap is confusing a plan's goal with a strategy, or ignoring the need for review and revision when data show no progress. Watch for options that address behaviour without considering its function.
Worked example / rule of thumb
A student repeatedly leaves the classroom. Data show the behaviour occurs mostly during independent writing tasks and results in teacher attention. Rule of thumb: match the plan to the function. The plan should teach a functional replacement skill (e.g., requesting a break or help), adjust task difficulty, and reduce inadvertent attention for leaving, with baseline and weekly progress checks.