If I do not allow the use of emergency behavior intervention in pre-service training, what curriculum components must be included?

• A. Focus on early identification of potential problem behaviors and strategies for less restrictive interventions.
• B. Emphasis on punishment and time-out techniques.
• C. Only physical safety procedures.
• D. Only general child development theory.

Answer: (A)

Preventive supports and less restrictive strategies form the core of the curriculum when emergency behavior interventions are not allowed. The focus should be on identifying potential problem behaviors early and building approaches that reduce the need for escalation, such as functional behavior assessments, proactive planning, data-driven decision making, and de-escalation techniques. This emphasis helps trainees learn how to support children before situations become dangerous, rather than relying on punitive or restrictive measures after the fact. Relying on punishment or time-out misunderstands the goal of prevention and is not aligned with a less restrictive approach. Limiting instruction to physical safety procedures misses the behavioral planning and prevention skills that actually reduce incidents. And focusing only on general child development theory doesn’t provide the concrete behavior-support strategies needed in practice.