What interventions does IM4 include?

The IM4 system has many ready-to-go interventions based on performance-deficit and acquisition deficit. Each intervention is coupled with an automated implementation-facilitation function, such as a step-by-step manual, customizable PM tool that can be tailored case-by-case, and fidelity checklist. There is a function to add Ad Hoc interventions and simply use the IM4 as an automated implementation aid to do planning, PM, graphing, fidelity check and decision making.

The performance-based interventions include:

  • Class pass intervention
    • (for students who are capable of doing academic work but seek to avoid/escape doing it)
  • Self-monitoring protocol
    • (for students who are capable of staying on-task but need reminders, encouragements and nudges to do so)
  • School-home note system
    • (for students who are capable of exhibiting the desired behavior but can benefit from greater continuity and consistency of consequences for behavior across school and home)
  • Positive peer reporting
    • (for students who are socially capable but are in need of additional social opportunities to be recognized by peers for the positive things they do in school)
  • Behavior contract
    • (for students who are capable of exhibiting the desired behavior but currently those behaviors do not result in enough payoff relative to problem behaviors. These students are eager to earn access to desired experiences based on behavior and receive recognition/acknowledgment for doing so)
  • Check in/check out mentoring/coaching
    • (for students who are capable of exhibiting desired behavior and respond positively to adult attention. Structured adult attention is used to get the day off to a good start and debrief on the backend of the day to encourage and motivate the student to continue to do well)

The acquisition-based interventions include:

Emotion regulation (student is in need of learning knowledge and skills to better manage emotions that are currently impacting behavior and academic performance)

  • Anxiety/depression
  • Anger/aggression
  • Trauma

Behavioral regulation (student is in need of better regulating behavior during social and/or academic situations)

  • Social skills deficit
  • Executive functioning skills deficit (organization, planning, impulse control/attention regulation)

The acquisition-based interventions involve the use of an evidence-based curriculum that has been shown to improve skill acquisition in the identified area of need. For example, the Coping Cat intervention is an evidence-based small group intervention designed for students with acquisition deficits in the area of emotion regulation as it relates to managing anxiety. IM4 includes an overview of the different evidence-based interventions that fall under the different categories of acquisition deficits (Emotion Regulation: anger, anxiety, trauma; Behavior Regulation: social skills, executive functioning).

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