A special education team is reviewing data to determine whether a student may need a behavioral intervention plan. The team has the teacher collect data on the student's number of verbal disruptions (calling out, name-calling, and screaming) during a ten-minute period. Based on the data that the teacher collects, what would be the next step in the process for the team?

While adjusting classroom rules can be beneficial, it does not directly address the specific behaviors exhibited by the student. This step is more about setting expectations rather than understanding the underlying reasons for the disruptions, which is necessary to create a targeted behavioral intervention plan.

Identifying target and replacement behaviors is important in the intervention process; however, it should follow the assessment of antecedents and consequences. Understanding why the student is engaging in disruptive behavior is essential before selecting appropriate replacement behaviors that can effectively meet the student's needs.

Establishing a reward system may help reinforce positive behaviors, but it does not provide insight into why the student is exhibiting verbal disruptions. Without understanding the antecedents and consequences, the reward system may be ineffective or misaligned with the student's behavioral challenges.