1. No category

Response to Intervention
Teach the Common Core:
How to Manage
Classroom Behaviors to
Promote Learning For
Students in Grades 3-12
Jim Wright
www.interventioncentral.org
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Response to Intervention
Key Behavioral Challenges
1 C
1.
Connecting
i Behavioral
B h i l Interventions
I
i
to RTI
& Common Core Standards
2. Reviewing Research-Based Interventions for
Behavior
3. Developing a ‘Matrix’ for Responding to
Cl
Classroom
Misbehavior
Mi b h i
4 Finding Internet Resources to Help Support
4.
Strong Behavior Management in Your Classroom
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Response to Intervention
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Response to Intervention
Intervention Central
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Response to Intervention
Access PPTs and other materials from this workshop at:
http://www.interventioncentral.org/swboces
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Response to Intervention
RTI ‘Pyramid of
Interventions’
Tier 3
Tier 2
Tier 1
Tier 3: Intensive interventions.
interventions
Students who are ‘nonresponders’ to Tiers 1 & 2 are
referred to the RTI Team for more
intensive interventions.
Tier 2 Individualized
interventions. Subset of
students receive interventions
targeting specific needs.
Tier 1: Universal interventions.
interventions
Available to all students in a
classroom or school. Can consist
of whole-group or individual
strategies or supports.
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Who
Oversees?
to Intervention
Who is theResponse
What Supports
for Students?
Target?
What Supports
Needed for Teachers?
3
Intensive
intervention
team; case
manager
Individual
students
FBA-BIP
(Customized intervention plans)
Demonstration of
strategies
Performance Feedback
Intervention Integrity
Check
2
TIPS Team
(TeamInitiated
ProblemSolving
Model)
Groups of
•PBIS Package:
students via Prevent
SWIS data •Define/Teach
•Reward/reinforce
•Withhold reward/reinforcement
•Use corrective consequences
Standard Protocol Tier 2
Behavior social-emotional
Behavior
Beha ior
programs
Demonstration of
strategies
Performance Feedback
Intervention Integrity
Check
RTI
Tier
RTI PBIS
RTI-PBIS:
1
Schoolwide Entire
PBIS
student
implementati population
on team
PBIS Package:
•Prevent
•Define/Teach
•Reward/reinforce
•Withhold reward/reinforcement
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Refresher on Schoolwide
Behavioral expectations
Strategies to manage
low-level classroom
issues
Response to Intervention
What Does RTI: Behavior Look Like at Tiers
2 & 3?
• Schools may identify research-based Tier 2/3
supplemental
l
t l programs ffor social/emotional
i l/
ti l andd
behavioral concerns.
• However, Tier 2/3 student behavioral support
more often requires that the school identify those
behavior management techniques that benefit
the student and then mandate that all educators
working with the student use those consistently
and reliably.
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Response to Intervention
What Does RTI: Behavior Look Like at Tiers
2 & 3?
Example: John: Middle School
• TIER 1: At Tier 1 (classroom intervention level),
an English teacher in a middle school finds that
her student John responds well to precorrections for hallway behavior, positive stating
of adult requests for compliance, and choice
options in assignments to increase work
motivation. She incorporates these elements into
her Tier 1 RTI plan for John…
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Response to Intervention
What Does RTI: Behavior Look Like at Tiers
2 & 3?
• TIER 2/3: John is referred to the RTI ProblemSolving Team (Tier 2/3) because of concerns by
other members of his instructional team about
his hallway behavior, compliance, and work
motivation.
• The RTI Team writes the English teacher’s
successful strategies (pre
(pre-corrections,
corrections, positive
stating of requests, choice options in
assignments) into John’s
John s RTI Tier 2/3 Plan.
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Response to Intervention
Common Core State
Standards Initiative
http://www.corestandards.org/
View the set of Common Core
Standards for English Language
Arts (including writing) and
mathematics being adopted by
states across America.
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Response to Intervention
Common Core State Standards:
Supporting Different Learners in Reading
“The Standards set grade
grade-specific
specific standards but do not
define the intervention methods or materials necessary to
support students who are well below or well above gradelevel expectations. No set of grade-specific standards can
fully reflect the great variety in abilities, needs, learning
rates,
t andd achievement
hi
t llevels
l off students
t d t iin any given
i
classroom. However, the Standards do provide clear
signposts along the way to the goal of college and career
readiness for all students.”
Source: National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common
Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrieved
on September 23, 2012, from http://www.corestandards.org/; p. 6.
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Response to Intervention
Common Core State Standards:
Supporting Different Learners in Reading
“It is also beyond the scope of the Standards to define the
full range of supports appropriate for English language
learners and for students with special needs. At the same
time, all students must have the opportunity to learn and
meet the same high standards if they are to access the
k
knowledge
l d andd skills
kill necessary iin th
theiri post–high
t hi h school
h l
lives.”
Source: National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common
Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrieved
on September 23, 2012, from http://www.corestandards.org/; p. 6.
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Response to Intervention
Student Behavior & Success on the Common
C Standards
Core
St d d
Speaking
S
ki & Li
Listening
i
Standards: 6-12:
Comprehension &
Collaboration
Source: New York State P-12 Common Core
Learningg Standards for English
g Language
g g Arts &
Literacy. (2010). Retrieved from
http://www.p12.nysed.gov/ciai/common_core_standar
ds/pdfdocs/p12_common_core_learning_standards_e
la.pdf p. 62
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Response to Intervention
:
Team Activity: Select a Behaviorally
Ch ll i Student…
Challenging
St d t
• At your table:
– Discuss students in your classrooms or school who
ppresent challenging
g g behaviors.
– Of the students discussed, select one student that
yyou team will use in a later exercise on buildingg
classroom capacity to respond to student problem
behaviors. (TIP: For this exercise, try to select a
student
d with
i h emerging
i difficulties
diffi l i rather
h than
h one with
ih
extreme and longstanding problem behaviors.)
– Write
W it a bbrief
i f statement
t t
t ddefining
fi i that
th t student’s
t d t’ problem
bl
behavior(s).
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Response to Intervention
Managing Behaviors: Targeted Strategies
What are examples of feasible
classroom strategies to
manage challenging student
behaviors?
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Response to Intervention
Common ‘Root Causes’ or ‘Drivers’ for Behaviors
Include…
•
•
•
•
•
•
•
Power/Control
Protection/Escape/Avoidance
Attention
Acceptance/Affiliation
Expression of Self
Gratification
Justice/Revenge
Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and
behavior problems. Longmont, CO: Sopris West..pp. 3-4.
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Response to Intervention
Working With Behaviorally Challenging Students
Classroom strategies to proactively manage (and
g
as:
prevent)) problem behaviors can be grouped
• Academic Adjustments
• Communication Tools
• Consequences
• Defusing Strategies
• Environmental Adjustments
• Reinforcement
• Relationship-Building
• Skill-Building
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Response to Intervention
ABC: The Core of Behavior Management
“....at the core of behavioral interventions is the
three-term contingency consisting of an antecedent,
b h i andd consequence.””
behavior,
A
B
C
Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to
reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.
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Response to Intervention
ABC: The Core of Behavior Management
“....at the core of behavioral interventions is the
three-term contingency consisting of an antecedent,
b h i andd consequence.””
behavior,
“That is,, most behavior is
believed to occur…”
A
B
C
Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to
reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.
www.interventioncentral.org
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Response to Intervention
ABC: The Core of Behavior Management
“....at the core of behavioral interventions is the
three-term contingency consisting of an antecedent,
b h i andd consequence.””
behavior,
“… subsequent
q
to some type
yp
of environmental event (i.e.,
an antecedent) …”
A
B
C
Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to
reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.
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Response to Intervention
ABC: The Core of Behavior Management
“....at the core of behavioral interventions is the
three-term contingency consisting of an antecedent,
b h i andd consequence.””
behavior,
“…which then mayy be maintained if it is followed
by an event that is pleasurable or reinforcing
(i.e., consequence).”
A
B
C
Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to
reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.
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Response to Intervention
Advantages of Antecedent Strategies vs. ‘Reactive
Approaches’
11. Can prevent behavior problems from occurring
2. Are typically ‘quick acting’
3 Can result in an instructional environment that
3.
better promotes student learning
Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the
Schools, 44, 65-75.
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Response to Intervention
Managing Challenging Behaviors in the
Cl
Classroom:
A d i Adjustments
Academic
Adj t
t
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Response to Intervention
Behavior Management Strategies: Academic Focus
• ALTERNATIVE ACADEMIC RESPONSE FORMATS:
REDUCING STUDENT FRUSTRATION. For some students,
a trigger
ti
ffor misbehavior
i b h i is
i th
thatt th
they are asked
k d tto complete
l t
an academic task in a response format that they find difficult
or frustrating.
frustrating A strategy to address this issue is to offer the
student a more acceptable alternative response format. For
example,
p , a student who does not like to write byy hand can be
given access to a keyboard to draft an essay while a student
who is put off by completing a math computation worksheet
independently can answer the same math facts orally from
flashcards.
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Response to Intervention
Behavior Management Strategies: Academic Focus
• BEHAVIORAL MOMENTUM: INCREASING COMPLIANCE.
Students with low-frustration tolerance or lack of confidence
may balk
b lk when
h asked
k d tto complete
l t challenging
h ll i academic
d i
tasks assigned as independent seatwork. A strategy to
increase the probability that a student will attempt a
challenging academic task is to precede that task with a short
series of brief,, easyy academic tasks. ((For example,
p , a student
may do three easy problems on a math worksheet before
encountering a challenge problem.) The student builds
'behavioral momentum' in completing the easy items and is
thus 'primed' to attempt the challenge item that might
otherwise derail them.
them
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Response to Intervention
Behavior Management Strategies: Academic Focus
• CHOICE: ALLOWING STUDENTS CONTROL OVER
LEARNING. Teachers who allow students a degree of choice
i structuring
in
t t i their
th i llearning
i activities
ti iti can iincrease
engagement and reduce classroom behavior problems. One
efficient way to promote choice in the classroom is for the
teacher to create a master menu of options that students can
select from in various learningg situations. For example,
p , duringg
independent assignment, students might be allowed to (1)
choose from at least two assignment options, (2) sit where
they want in the classroom, and (3) select a peer-buddy to
check their work. Student choice then becomes integrated
seamlessly into the classroom routine.
routine
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Response to Intervention
Behavior Management Strategies: Academic Focus
• INSTRUCTIONAL MATCH: ENSURING STUDENTS CAN
DO THE WORK. A frequent trigger for behavior problems is
th t th
that
the student
t d t llacks
k th
the skills
kill necessary tto ddo th
the assigned
i d
schoolwork. To verify instructional match, the teacher (1)
inventories the target student's
student s academic skills and (2)
adjusts assignments or provides additional academic
assistance as needed to ensure that the student is
appropriately challenged but not overwhelmed by the work.
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Response to Intervention
Behavior Management Strategies: Academic Focus
NON-CONTINGENT ESCAPE: REDUCE STUDENT DISRUPTIVE
BEHAVIOR. When students engage in disruptive behavior to escape
or avoid academic work,
work the teacher can use 'non
non-contingent
contingent escape
breaks':
1. SELECT A STARTING MINIMUM WORK INTERVAL. The teacher
selects a minimum interval length during which the student is likely
to be able consistently to remain engaged in work. For example, a
teacher
h may observe
b
that
h a student
d iis typically
i ll able
bl to workk ffor at
least 3 minutes before engaging in escape behaviors.
2 DETERMINE THE LENGTH OF ESCAPE BREAKS
2.
BREAKS. The teacher
decides on the length of a student's non-contingent escape break
((e.g.,
g 30 seconds, 1 minute)--provided
) p
at the conclusion of each
work interval.
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Response to Intervention
Behavior Management Strategies: Academic Focus
NON-CONTINGENT ESCAPE: REDUCE STUDENT DISRUPTIVE
BEHAVIOR (Cont.)
3 SELECT A TARGET LENGTH FOR WORK INTERVALS
3.
INTERVALS. The
Th
teacher decides on a reasonable exit goal for student to be able to
work without interruption or seeking escape (e.g., 10 minutes).
4. START NON-CONTINGENT ESCAPE INTERVENTION. The
teacher writes 'Work' and 'Break' on sticky notes of different colors
and places them on the student's desk during the work session. At
the start of the first work interval, the teacher approaches the
student and points silently to the 'Work'
Work note At the end of the work
interval, the teacher approaches and points to the 'Break' note. At
the conclusion of the break interval, the teacher again
g ppoints to the
'Work' note. The process repeats until the end of the work session.
The teacher uses a timer to track time intervals.
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Response to Intervention
Behavior Management Strategies: Academic Focus
NON-CONTINGENT ESCAPE: REDUCE STUDENT DISRUPTIVE
BEHAVIOR (Cont.)
5 MAKE INTERVAL ADJUSTMENTS AS NEEDED.
5.
NEEDED When
Wh the
th
student's problem escape behaviors fall to an acceptable level (e.g.,
10 percent of work time or less) for at least 3 consecutive work
sessions, the teacher increases the work interval by a predetermined increment (e.g., 30 seconds, 1 minute). If the student's
problem
bl bbehaviors
h i spike
ik when
h the
h workk iintervall iis iincreased,
d the
h
teacher reduces the work session by a pre-determined increment
(e g 30 seconds
(e.g.,
seconds, 1 minute) until behaviors improve
improve.
6. FADE THE PROGRAM. When the student reaches the goal length
for work intervals, escape
p breaks can be shortened ((e.g.,
g fallingg
from 1 minute to 30 seconds) and eventually discontinued.
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Response to Intervention
Behavior Management Strategies: Academic Focus
• REDUCE RESPONSE EFFORT: INCREASING
COMPLIANCE. Teachers can increase student motivation
andd compliance
li
th
throughh any method
th d th
thatt reduces
d
th
the
apparent ‘response effort’ of an academic task- so long as
that method does not hold the student to a lesser academic
standard than classmates. Appropriate response-effort
examples
p include ((1)) breakingg a larger
g student assignment
g
into smaller ‘chunks’ and providing the student with
performance feedback and praise for each completed ‘chunk’
of assigned work, and (2) arranging for students to start
challenging reading or homework assignments in class as a
cooperative activity and then complete the remainder on their
own.
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32
Response to Intervention
1.
Group Activity: Academic
St t i ffor Behavior
Strategies
B h i
Management
At your tables:
• Consider the ideas shared
f managing
for
i challenging
h ll i
behaviors.
• Discuss how you might use
one or more of these
strategies in your classroom
or school.
2.
3
3.
4.
5
5.
6.
ALTERNATIVE ACADEMIC
RESPONSE FORMATS:
REDUCING STUDENT
FRUSTRATION
BEHAVIORAL MOMENTUM:
INCREASING COMPLIANCE
CHOICE: ALLOWING STUDENTS
CONTROL OVER LEARNING
INSTRUCTIONAL MATCH:
ENSURING STUDENTS CAN DO
THE WORK
NON-CONTINGENT ESCAPE:
REDUCE STUDENT DISRUPTIVE
BEHAVIOR
REDUCE RESPONSE EFFORT:
INCREASING COMPLIANCE
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Response to Intervention
Managing Challenging Behaviors in the
Cl
Classroom:
C
Communication
i ti Tools
T l
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Response to Intervention
Behavior Management Strategies: Communication Tools
• CRITICISM PAIRED WITH PRAISE: COMMUNICATING
ACCEPTANCE. Here is a way to structure critical feedback to
convey that
th t th
the tteacher
h continues
ti
tto value
l th
the student
t d t
despite the misbehavior: (1) The teacher describes the
problem behavior that the student should target for change;
(2) The teacher describes (or encourages the student to
brainstorm)) appropriate
pp p
behavioral alternatives;; ((3)) The
teacher acknowledges and praises some noteworthy aspect
of the student's past classroom behavior or accomplishments,
and finally (4) The teacher affirms that he or she values
having the student as a part of the classroom community.
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Response to Intervention
Behavior Management Strategies: Communication Tools
• CRITICISM PAIRED WITH PRAISE: COMMUNICATING
ACCEPTANCE: EXAMPLE:
(1) Description of problem behavior: "Trina, you said
disrespectful things about other students during our class
meeting this morning.
morning You continued to do so even after I asked
you to stop." (2) Appropriate behavioral alternative(s): "It's OK to
disagree with another person
person'ss ideas.
ideas But you need to make sure
that your comments do not insult or hurt the feelings of others."
(3) Specific praise: "I am talking to you about this behavior
because know that you can do better. In fact, I have really come
to value your classroom comments. You have great ideas and
express yourselflf very well."
ll " (4) Affi
Affirmation
ti statement:
t t
t "You
"Y
contribute a lot to class discussion!"
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Response to Intervention
Behavior Management Strategies: Communication Tools
• EMPHASIZE THE POSITIVE IN TEACHER REQUESTS:
INCREASING STUDENT COMPLIANCE. When an
i t t ' requestt has
instructor's
h a positive
iti ''spin',
i ' th
thatt tteacher
h iis lless
likely to trigger a power struggle and more likely to gain
student compliance.
compliance Whenever possible,
possible the teacher avoids
using negative phrasing (e.g., "If you don't return to your seat,
I can’t helpp yyou with yyour assignment").
g
) Instead,, the teacher
restates requests in positive terms (e.g., "I will be over to help
you on the assignment just as soon as you return to your
seat").
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Response to Intervention
Behavior Management Strategies: Communication Tools
• SAY NO WITH PREFERRED ALTERNATIVE: INCREASING
COMPLIANCE. In preparation, the teacher creates a list of
th
those
activities
ti iti or ititems preferred
f d bby th
the student
t d t th
thatt can
actually be provided. Whenever the student requests an
unavailable activity or item
item, the teacher structures the 'no'
no
statement as follows: (1) The teacher states that the student
cannot engage
g g in the requested
q
activityy or have the desired
item; (2) The teacher provides the student with an
explanation for why the preferred activity or item is not
available; (3) The teacher offers the student an alternative
preferred activity or item in place of that originally requested.
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Response to Intervention
Behavior Management Strategies: Communication Tools
• SAY NO WITH PREFERRED ALTERNATIVE: INCREASING
COMPLIANCE : EXAMPLE:
Here is a sample teacher 'no' statement with preferred
alternative: "Roger, you cannot listen to your music now because
student music players are not allowed in class.
class However
However, you
can take a five-minute break to play the Math Blasters computer
game that you like.
like "
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Response to Intervention
Behavior Management Strategies: Communication Tools
• TEACHER COMMANDS: ESTABLISHING CLASSROOM
COMMAND AND CONTROL. Teacher commands play an
i
important
t t role
l iin classroom
l
bbehavior
h i management.t T
Teacher
h
commands are most likely to elicit student compliance when
they (1) are delivered calmly
calmly, (2) are brief
brief, (3) are stated
when possible as DO statements rather than as DON'T
statements,, ((4)) use clear,, simple
p language,
g g , and ((5)) are
delivered one command at a time and appropriately paced to
avoid confusing or overloading students. Effective teacher
commands avoid both sarcasm or hostility and over-lengthy
explanations that can distract or confuse students.
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Response to Intervention
Behavior Management Strategies: Communication Tools
• TWO-PART CHOICE STATEMENT: DELIVERING CLEAR
CONSEQUENCES FOR NON-COMPLIANCE. The teacher
can structure
t t verbal
b l requests
t tto bboth
th acknowledge
k
l d a noncompliant student’s freedom to choose whether to comply
and to present the logical consequences for non-compliance
(e.g., poor grades, office disciplinary referral, etc.). The
teacher frames requests
q
to uncooperative
p
students as a twopart 'choice' statement: (1) The teacher presents the
negative, or non-compliant, choice and its consequences; (2)
The teacher next states the positive behavioral choice that
the student is encouraged to select.
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Response to Intervention
Behavior Management Strategies: Communication Tools
• TWO-PART CHOICE STATEMENT: DELIVERING CLEAR
CONSEQUENCES FOR NON-COMPLIANCE : EXAMPLE:
Here is a sample 2-part choice statement, "John, you can stay
after school to finish the class assignment or you can finish the
assignment now and not have to stay after class.
class It is your
choice."
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Response to Intervention
1.
Group Activity: Communication 2.
T l for
Tools
f th
the Behaviorally
B h i ll
Challenging Student
At your tables:
• Consider the ideas shared
f managing
for
i challenging
h ll i
behaviors.
• Discuss how you might use
one or more of these
strategies in your classroom
or school.
3
3.
4
4.
5
5.
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CRITICISM PAIRED WITH
PRAISE COMMUNICATING
PRAISE:
ACCEPTANCE
EMPHASIZE THE POSITIVE IN
TEACHER REQUESTS:
REQUESTS
INCREASING STUDENT
COMPLIANCE
SAY NO WITH PREFERRED
ALTERNATIVE: INCREASING
COMPLIANCE
TEACHER COMMANDS:
COMMANDS
ESTABLISHING CLASSROOM
COMMAND AND CONTROL
TWO PART CHOICE
TWO-PART
STATEMENT: DELIVERING
CLEAR CONSEQUENCES FOR
NON-COMPLIANCE
43
Response to Intervention
Managing Challenging Behaviors in the
Cl
Classroom:
C
Consequences
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Response to Intervention
Behavior Management Strategies: Consequences
• IN-CLASS TIME-OUT: TEMPORARY REMOVAL FROM
REINFORCEMENT. This strategy briefly excludes a student from
desirable class activities and peer or adult interactions because of
significant misbehavior. Here are steps for setting up in-class time-out:
(1) The teacher chooses an in-class location away from other students
(
(e.g.,
study
t d carrel)l) as the
th timeout
ti
t site;
it (2) The
Th teacher
t h determines
d t i
an
amount of time appropriate for timeout sessions (typically not to exceed
5 minutes); (3) The teacher clearly defines, explains, and demonstrates
classroom rules or behavioral expectations with all students; (5) The
teacher tells students that, when any student continues to misbehave
despite a warning,
warning that student will receive in-class
in class timeout at the
teacher's discretion for a pre-determined duration (e.g., 5 minutes) – or
until misbehavior ceases;(5) The teacher instructs classmates that they
are not to interact with a student in timeout (6) The teacher keeps a
written log of students in timeout.
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Response to Intervention
Behavior Management Strategies: Consequences
• RESPONSE COST: INCENTIVE TO REDUCE PROBLEM
BEHAVIORS. To reduce non-compliant or distracting behaviors, the
teacher can use 'response
response cost
cost':: first awarding points or tokens and
then deducting those points or tokens whenever a student behavior
disrupts instruction or distracts other students. Here is a simple
classroom
l
version
i off this
thi strategy:
t t
(1) At the
th start
t t off eachh class
l
period,
i d
the teacher awards the student a certain number of 'behavior points'
(e.g., 5) and writes a series of tally marks on the blackboard to equal
this number; (2) The teacher privately informs the student that each
time the student engages in misbehavior that obviously distracts other
students the teacher will silently go to the board and erase one point
students,
from the student's total; (3) At the end of each class period, the student
is allowed to keep any 'behavior points' that still remain; (4) The student
can collect points across multiple days and redeem a certain number of
collected 'behavior points' for prizes or privileges (e.g., extra free time).
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Response to Intervention
Behavior Management Strategies: Consequences
SIT AND WATCH: IMPROVE BEHAVIORS IN LESSSTRUCTURED SETTINGS. Schools can use the Sit and
W t h intervention
Watch
i t
ti (brief
(b i f titime outt ffrom reinforcement)
i f
t) tto
address the problem of groups engaging in unsafe or
noncompliant behaviors in less-structured settings such as
physical education or on the playground:
1 DEFINE UNACCEPTABLE BEHAVIORS
1.
BEHAVIORS. Adults
supervising the less-structured settings must first define
specific behaviors that are unacceptable, such as
aggression, non-compliance, and disrespect towards peers
or adults. Examples of defined problem behaviors are
'S
'Speech
h or gestures
t
that
th t di
disrespectt others',
th ' or 'E
'Engaging
i iin
a behavior that is unsafe to self or others'.
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47
Response to Intervention
Behavior Management Strategies: Consequences
SIT AND WATCH: IMPROVE BEHAVIORS IN LESSSTRUCTURED SETTINGS (Cont.).
2. BEGIN THE 'SIT AND WATCH' INTERVENTION. At the
start of the intervention, students review the list of
unacceptable behaviors and are given specific examples.
examples
Students also learn the following details of the Sit and
Watch intervention.
intervention
If a student is observed engaging in an unacceptable
behavior, he or she will be sent to a designated 'time-out'
area and handed a 3-minute hourglass sand timer. The
student
t d t mustt turn
t over the
th timer
ti
andd waitit ffor th
the sandd tto run
out before being allowed to return to the activity.
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48
Response to Intervention
Behavior Management Strategies: Consequences
SIT AND WATCH: IMPROVE BEHAVIORS IN LESSSTRUCTURED SETTINGS (Cont.).
3. [OPTIONAL] CREATE ADDITIONAL LIST OF
CONSEQUENCES FOR REPEAT OFFENSES. If additional
supports are needed to change student behaviors,
behaviors school
staff may generate a list of consequences associated with
repeat offenses.
offenses
For example, a student who receives 2 or more Sit and
Watch citations during a week may lose a classroom
privilege such as free time. Additionally, the school may use
Sit and Watch as a consequence for students who tattle or
attempt
tt
t to
t talk
t lk with
ith other
th students
t d t currently
tl iin Sit andd
Watch.
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Response to Intervention
Group Activity: Consequences
f the
for
th B
Behaviorally
h i ll
Challenging Student
At your tables:
• Consider the ideas shared
f managing
for
i challenging
h ll i
behaviors.
• Discuss how you might use
one or more of these
strategies in your classroom
or school.
1.
2.
3.
www.interventioncentral.org
IN-CLASS TIME-OUT:
TEMPORARY REMOVAL FROM
REINFORCEMENT
RESPONSE COST: INCENTIVE
TO REDUCE PROBLEM
BEHAVIORS
SIT AND WATCH: IMPROVE
BEHAVIORS IN LESS
LESSSTRUCTURED SETTINGS
50
Response to Intervention
Managing Challenging Behaviors in the
Cl
Classroom:
D f i St
Defusing
Strategies
t i
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51
Response to Intervention
Behavior Management Strategies: Defusing Strategies
• BRIEF REPRIMANDS/REMINDERS: REDIRECTING
STUDENT BEHAVIORS. The teacher gives a brief, gentle
signal
i l to
t direct
di t back
b k to
t task
t k any students
t d t who
h is
i jjustt
beginning to show signs of misbehavior or non-compliance.
These ‘soft’
soft reprimands can be verbal (e.g.,
(e g a quiet word to
the student directing them to stop engaging in problem
behavior)) or non-verbal ((e.g.,
g , a significant
g
look or head
shake).
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52
Response to Intervention
Behavior Management Strategies: Defusing Strategies
• COOL-DOWN BREAK: CALMING THE EMOTIONALLY
ESCALATING STUDENT. This idea addresses students who
b
become
angry or upsett andd needd time
ti tto collect
ll t th
themselves.
l
(1) The teacher selects an area of the room (or area outside
the classroom with adult supervision) where the target
student can take a brief 'respite break' whenever he or she
feels angry
g y or upset.
p
((2)) Whenever a student becomes upset
p
and defiant, the teacher first offers to talk the situation over
with that student once he or she has calmed down. (3) The
teacher then directs the student to the cool-down corner. The
teacher makes cool-down breaks available to all students in
the classroom and (optionally) keeps a log of students using
the cool-down corner.
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53
Response to Intervention
Behavior Management Strategies: Defusing Strategies
• PLANNED IGNORING: OVERLOOKING THE SMALL
STUFF. In this tactic, the teacher identifies in advance lowl l problem
level
bl student
t d t bbehaviors
h i ((e.g., minor
i ttalking
lki out)
t) andd
makes the commitment to ignore such behaviors if they do
not seriously distract other students,
students disrupt classroom
routine, or otherwise violate important behavioral
expectations.
p
NOTE: The teacher can always
y follow upp
privately with a student regarding low-level problem behaviors
even if the instructor chooses to ‘ignore’ them during the
class period. However, planned ignoring is not recommended
if the student’s behavior represents a serious infraction or if
the student has a pattern of escalating behaviors until he or
she gains teacher attention.
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54
Response to Intervention
Behavior Management Strategies: Defusing Strategies
• PRE-CORRECTION: GIVING A TIMELY REMINDER. Precorrections remind students of behavioral expectations just
b f they
before
th encounter
t problem
bl situations:
it ti
(1) Th
The tteacher
h
defines the student problem behavior(s) and identifies those
school situations and settings where the problem behavior(s)
tend to be displayed; (2) The teacher shares information with
the student about the pproblem behaviors and their related
situations or settings; (3) The teacher and student next come
up with expected or acceptable replacement behaviors that
the student should display in those situations; (4) At the 'point
of performance' the teacher delivers a brief pre-correction, a
timely behavioral reminder that alerts the student to follow the
classroom behavioral rule or expectation.
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55
Response to Intervention
Behavior Management Strategies: Defusing Strategies
• SILENT SIGNAL: PROVIDING LOW-KEY BEHAVIORAL
PROMPTS. The teacher can unobtrusively redirect students
who
h bbegin
i tto show
h problem
bl bbehaviors
h i bby using
i a silent
il t
signal. (1) The teacher meets privately with the student to
identify those problem behaviors that appear to be most
challenging. (2) The student and teacher agree on a silent
signal
g to be used to alert the student whenever his or her
behavior has crossed the threshold and now is distracting
others or otherwise creating classroom problems. (3) The
teacher role-plays several scenarios with the student in which
the student begins to display a problem behavior, the teacher
uses the silent signal,
signal and the student then successfully
controls the problem behavior.
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56
Response to Intervention
Group Activity: Defusing
St t i for
Strategies
f th
the B
Behaviorally
h i ll
Challenging Student
At your tables:
• Consider the ideas shared
f managing
for
i challenging
h ll i
behaviors.
• Discuss how you might use
one or more of these
strategies in your classroom
or school.
1.
2.
3.
4.
5.
www.interventioncentral.org
BRIEF
REPRIMANDS/REMINDERS:
REDIRECTING STUDENT
BEHAVIORS.
COOL-DOWN BREAK: CALMING
THE EMOTIONALLY
ESCALATING STUDENT.
PLANNED IGNORING:
OVERLOOKING THE SMALL
STUFF
PRE-CORRECTION: GIVING A
TIMELY REMINDER
SILENT SIGNAL: PROVIDING
LOW-KEY BEHAVIORAL
PROMPTS
57
Response to Intervention
Managing Challenging Behaviors in the
Cl
Classroom:
E i
Environmental
t l Adjustments
Adj t
t
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58
Response to Intervention
Behavior Management Strategies: Environmental Adjustments
• ACTIVE SUPERVISION: ROAMING THE CLASSROOM. The
teacher circulates through the classroom periodically, using
physical
h i l proximity
i it tto iincrease student
t d t attention
tt ti tto ttaskk andd
general compliance. While moving about the room, the
teacher provides corrective academic feedback and
encouragement to students, as well as reinforcing students
for showingg appropriate
pp p
behaviors.
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59
Response to Intervention
Behavior Management Strategies: Environmental Adjustments
• CLASSROOM RULES: PROVDING CLEAR BEHAVIORAL
EXPECTATIONS. Clear behavior rules are essential to
effective
ff ti classroom
l
bbehavior
h i management.t H
Here are
recommendations : (1) Limit rules to no more than five; (2)
Students should have input in developing classroom rules,
rules to
provide a sense of ownership; (3) Rules should be stated in
simple
p language,
g g , be brief,, and - whenever ppossible - be
stated as DO rather than as DON'T statements; (4) Rules
should be publicly posted so that students can easily see and
refer to them; (5) The teacher should regularly teach and
demonstrate these rules with students, particularly at the start
of the school year
year, and generate both examples and non
nonexamples to illustrate specific behavioral expectations.
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60
Response to Intervention
Behavior Management Strategies: Environmental Adjustments
• DAILY SCHEDULES: INCREASING PREDICTABILITY.
Students may become agitated and misbehave when they do
nott know
k
th
the purpose off a currentt classroom
l
activity,
ti it cannott
predict how long that activity is to last, or do not know what
activity will occur next.
next Posted daily schedules are a strategy
to increase the predictability of events for individual students
or an entire classroom. In simplest
p form,, such a schedule lists
a title and brief description for each scheduled activity, along
with start and end times for that activity. Teachers can add
information to the schedule, such as helpful reminders of
what work materials a student might need. Students who
have difficulty with a written schedule can have schedules
read aloud and/or prepared with pictorial elements.
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61
Response to Intervention
Behavior Management Strategies: Environmental Adjustments
• ESTABLISH CLASSROOM ROUTINES: INCREASING
PREDICTABILITY. Many behavior problems occur when
classroom
l
situations
it ti
are unstructured
t t d or llackk bbehavioral
h i l
guidelines. Classroom routines can help: The teacher (1)
creates a list of potentially problematic situations when
misbehavior is most likely to occur (e.g., transitioning from
one activityy to another;; individual students enteringg or exitingg
the classroom, student dismissal) (2) establishes clear,
consistent classroom behavioral routines for each problem
situation, (3) teaches students the steps of these routines; (4)
has students practice routines under teacher supervision until
mastered; and (5) regularly reinforces students for
successfully and consistently following those routines.
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62
Response to Intervention
Behavior Management Strategies: Environmental Adjustments
• PREFERENTIAL SEATING: INCREASING ATTENTION
AND REMOVING DISTRACTIONS. The teacher seats a
student
t d t who
h is
i distracted
di t t d by
b peers or other
th environmental
i
t l
factors in a location where the student is most likely to stay
focused on instructional content
content. NOTE: The teacher can
increase student motivation by allowing that student to
choose from two or more ppreferential-seatingg options.
p
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63
Response to Intervention
Group Activity: Environmental
Adj t
Adjustments
t for
f th
the B
Behaviorally
h i ll
Challenging Student
At your tables:
• Consider the ideas shared
f managing
for
i challenging
h ll i
behaviors.
• Discuss how you might use
one or more of these
strategies in your classroom
or school.
1.
2
2.
3
3.
4.
5.
www.interventioncentral.org
ACTIVE SUPERVISION:
ROAMING THE CLASSROOM.
CLASSROOM RULES:
RULES
PROVDING CLEAR
BEHAVIORAL EXPECTATIONS
DAILY SCHEDULES:
SCHEDULES
INCREASING PREDICTABILITY.
ESTABLISH CLASSROOM
ROUTINES INCREASING
ROUTINES:
PREDICTABILITY
PREFERENTIAL SEATING:
INCREASING ATTENTION AND
REMOVING DISTRACTIONS.
64
Response to Intervention
Managing Challenging Behaviors in the
Cl
Classroom:
R i f
Reinforcement
t
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65
Response to Intervention
Behavior Management Strategies: Reinforcement
• FIXED-TIME TEACHER ATTENTION: INCREASE ON-TASK
BEHAVIOR. Putting students on a steady, predictable 'dose'
off teacher
t h attention
tt ti att fixed
fi d time
ti iintervals
t
l can reduce
d
off-task
ff t k
behaviors.
1 DECIDE ON AN ATTENTION INTERVAL SCHEDULE.
1.
SCHEDULE The
teacher first decides on a manageable fixed-time interval
schedule (e
(e.g.,
g every 4 minutes) when the student is to
receive teacher attention.
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66
Response to Intervention
Behavior Management Strategies: Reinforcement
• FIXED-TIME TEACHER ATTENTION: INCREASE ON-TASK
BEHAVIOR. (Cont.)
2. BEGIN FIXED-TIME TEACHER ATTENTION
INTERVENTION During the intervention
INTERVENTION.
intervention, the teacher
engages in the usual instructional activities. At the
conclusion of each fixed
fixed-time
time interval
interval, the teacher provides
a brief dose of attention to the target student: If on-task, the
teacher praises the student--while if off-task, the teacher
redirects the student to task. The teacher then resumes
instruction. The teacher ignores the student's on-task or offt k behaviors
task
b h i that
th t occur bbetween
t
fifixed-time
d ti iintervals.
t
l
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67
Response to Intervention
Behavior Management Strategies: Reinforcement
• LINK PREFERRED ACTIVITIES/ITEMS TO WORK
COMPLETION: INCREASING COMPLIANCE. This strategy
i iintended
is
t d d to
t iincrease th
the academic
d i engagementt andd workk
completion of non-compliant students who request access to
desired items or preferred activities.
activities When the student
requests an activity or item that can reasonably be provided,
the teacher structures the response
p
as follows: ((1)) The
teacher says that the student can access the requested
activity or item; and (2) The teacher describes the conditions
of the academic activity that the student must first perform to
access the preferred activity or item.
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68
Response to Intervention
Behavior Management Strategies: Communication Tools
• LINK PREFERRED ACTIVITIES/ITEMS TO WORK
COMPLETION: INCREASING COMPLIANCE : EXAMPLE:
Here is a sample teacher response to a student request: "Yes,
Alice, you can spend five minutes drawing at your desk--once
you complete the 10 problems on the math worksheet that I just
handed out."
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69
Response to Intervention
Behavior Management Strategies: Reinforcement
• PRAISE: ACKNOWLEDGING AND SHAPING BEHAVIOR.
To increase desired behavior, the teacher praises the student
i clear,
in
l
specific
ifi tterms whenever
h
th
the student
t d t engages iin th
thatt
behavior. The teacher uses praise statements at a rate
sufficient to motivate and guide the student toward the
behavioral goal: (1) The teacher selects the specific desired
behavior(s)
( ) to encourage
g through
g ppraise;; ((2)) The teacher sets
a goal for how frequently to deliver praise (e.g., to praise a
student at least 3 times per class period for working on inclass assignments). (3) The teacher makes sure that any
praise statements given are behavior-specific.
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70
Response to Intervention
Behavior Management Strategies: Reinforcement
• PRAISE NOTES: IMPROVE BEHAVIORS IN LESSSTRUCTURED SETTINGS. Student misbehavior in common
areas suchh as th
the llunchroom
h
can bbe addressed
dd
d th
throughh use
of Praise Notes. Here are 5 steps to implement:
1 DEFINE UNACCEPTABLE BEHAVIORS.
1.
BEHAVIORS The school
targets 3-4 problem behaviors to be reduced, defining them
in clear,
clear specific terms
terms.
2. DESIGN 'PRAISE NOTES'. The school designs Praise
Notes, small slips of paper with the school name as well as
blanks to write a student's name, name of the adult issuing
the note, and date. (These notes can also be embellished
with a picture of the school mascot, motto, use of colored
paper stock, or other motivating elements.)
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71
Response to Intervention
Behavior Management Strategies: Reinforcement
• PRAISE NOTES: IMPROVE BEHAVIORS IN LESSSTRUCTURED SETTINGS (Cont.)
3. TRAIN STAFF TO USE PRAISE NOTES. Staff who
supervise the setting(s) where Praise Notes will be used are
given daily supplies of blank notes.
notes Each supervising adult
is instructed to hand out Praise Notes at a rate of about 1
note every 3 minutes to students who display appropriate
behaviors (i.e., are not engaging in the problem behaviors
targeted for reduction). When issuing a note, the adult fills in
student and issuer names and the current date. When
handing the note to the student, the adult praises the
student's
t d t' positive
iti bbehaviors
h i in
i specific
ifi tterms.
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72
Response to Intervention
Behavior Management Strategies: Reinforcement
• PRAISE NOTES: IMPROVE BEHAVIORS IN LESSSTRUCTURED SETTINGS (Cont.)
4. TIE PRAISE NOTES TO INCENTIVES. The school sets up a
jar (or other receptacle) in the main office or other supervised
common area.
area Each student issued a praise note drops the
note into the jar at some point during the day. At the end of
each day
day, the school draws five names from the jar,
jar
announces the names over the public address system, and
invites those students chosen to visit the office to select small
prizes (e.g., pencil, ruler, eraser) from a prize box. To motivate
staff to use Praise Notes, the names of adult supervisors
appearing
i on th
the fifive student
t d t titickets
k t ddrawn ddaily
il ffrom th
the jjar
go into a weekly raffle for small prizes (e.g., gift certificates).
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Response to Intervention
Behavior Management Strategies: Reinforcement
• PRAISE NOTES: IMPROVE BEHAVIORS IN LESSSTRUCTURED SETTINGS (Cont.)
5. CREATE A PUBLIC PRAISE-NOTE DISPLAY. After each daily
drawing, all Praise Notes are removed from the jar and stapled
to a large bulletin board or other public space accessible to
students and visitors. When the designated space is eventually
filled with Notes
Notes, students earn a group prize or incentive (e.g.,
(e g
extra free time or a healthy food treat). Then the space is
cleared for new Notes.
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74
Response to Intervention
Group Activity: Reinforcement
f the
for
th B
Behaviorally
h i ll
Challenging Student
At your tables:
• Consider the ideas shared
f managing
for
i challenging
h ll i
behaviors.
• Discuss how you might use
one or more of these
strategies in your classroom
or school.
1.
2.
3.
4.
www.interventioncentral.org
FIXED-TIME TEACHER
ATTENTION: INCREASE ONTASK BEHAVIOR.
BEHAVIOR
LINK PREFERRED
ACTIVITIES/ITEMS TO WORK
COMPLETION: INCREASING
COMPLIANCE.
PRAISE: ACKNOWLEDGING
AND SHAPING BEHAVIOR.
BEHAVIOR
PRAISE NOTES: IMPROVE
BEHAVIORS IN LESSSTRUCTURED SETTINGS.
SETTINGS
75
Response to Intervention
Managing Challenging Behaviors in the
Cl
Classroom:
R l ti hi B ildi
Relationship-Building
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76
Response to Intervention
Lack of Teacher-Student Relationship: What to Avoid
• What the Research Says: At times, instructors and students
can fall into a ‘negative
g
reinforcement trap’
p ((Maag,
g, 2001;; pp.
176) that actively undercuts positive relationships: A student
who has difficulty with the classwork misbehaves and is then
sent by
b the
h teacher
h to the
h principal’s
i i l’ office.
ffi B
Bothh teacher
h andd
student are reinforced by the student’s exclusion from the
classroom: The teacher is negatively reinforced by having a
difficult student removed from the room and the student is
aalso
so negatively
egat e y reinforced
e o ced by be
beingg aallowed
o ed to escape tthee
challenging classwork. Because this scenario is reinforcing to
both parties, it is very likely to be repeated with increasing
frequency unless the teacher intervenes to break the negative
cycle.
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77
Response to Intervention
Behavior Management Strategies: Relationship-Building
• MAINTAIN A HIGH RATIO OF POSITIVE INTERACTIONS:
BUILDING STUDENT CONNECTIONS. Teachers can
i
increase
th
the odds
dd off building
b ildi a positive
iti relationship
l ti hi with
ith any
student by maintaining a ratio of at least three positive
teacher-student interactions (e.g.,
(e g greeting,
greeting positive
conversation, high-five) for every negative (disciplinary)
interaction ((e.g.,
g , reprimand).
p
)
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78
Response to Intervention
Behavior Management Strategies: Relationship-Building
• STRIVE FOR DAILY POSITIVE INTERACTIONS: BUILDING
STUDENT CONNECTIONS. If the teacher lacks a positive
relationship
l ti hi with
ith a particular
ti l student,
t d t th
the tteacher
h makes
k th
the
commitment to have at least one positive verbal interaction
per class period with that student (e.g.,
(e g greeting at the door,
door
positive conversation, praise for student discussion
comments).) Whenever possible,
p
, the teacher continues to
interact in positive ways with the student throughout the rest
of the class period through both verbal (e.g., praise comment
after a student remark) and non-verbal (e.g., thumbs-up sign,
smile) means. In all such interactions, the teacher maintains a
polite respectful tone.
polite,
tone
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79
Response to Intervention
Behavior Management Strategies: Relationship-Building
• TOOTLING: IMPROVE PEER RELATIONSHIPS. To
encourage increased pro-social behaviors and stronger
student
t d t relationships,
l ti hi the
th teacher
t h can use a fform off positive
iti
peer reporting called 'tootling'. Here are the 5 steps to this
intervention:
1. DEFINE TOOTLING. The teacher meets with students and
defines 'tootling'
tootling as reporting to the teacher or other adult
when another student has done something helpful. The
teacher contrasts this term with 'tattling', defined as telling
the teacher or another adult when another student has done
something bad. Students are encouraged to describe
examples
l off ttootling
tli ((students
t d t hhelping
l i students)
t d t ) andd receive
i
teacher praise and corrective feedback.
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80
Response to Intervention
Behavior Management Strategies: Relationship-Building
• TOOTLING: IMPROVE PEER RELATIONSHIPS (Cont.)
2. DESIGN TOOTLING SLIPS. The teacher designs Tootling
slips, small pieces of paper with blanks for the student to
record another student's name,
name a short description of that
student's helping behavior(s), and whom that student
helped The teacher also selects a receptacle (e
helped.
(e.g.,
g jar;
shoe box) to collect Tootling slips.
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81
Response to Intervention
Behavior Management Strategies: Relationship-Building
• TOOTLING: IMPROVE PEER RELATIONSHIPS (Cont.)
3. PRACTICE TOOTLING. Students are given copes of
Tootling slips. Across several days, students are asked to
observe other students' helping behaviors and to capture
them on Tootling slips, which are then placed in the Tootle
collection box/jar.
box/jar Each day
day, the teacher reviews the slips
collected, informs the students how many slips were
submitted that day, praises the students for their efforts, and
uses sample Tootle notes to illustrate correct use of the
slips. Practice continues until students have mastered
completing
l ti the
th T
Tootle
tl slips.
li
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82
Response to Intervention
Behavior Management Strategies: Relationship-Building
• TOOTLING: IMPROVE PEER RELATIONSHIPS (Cont.)
4. BEGIN THE TOOTLING INTERVENTION. The teacher sets
a cumulative goal for Tootle slips to be collected (e.g., 100)
and also selects a class privilege or prize to be given when
the goal is attained (e.g., pizza party; extra recess time).
Sufficient Tootling slips are given out to students or stored in
a location where students can easily access them. Students
are encouraged to fill out Tootling slips whenever they
observe helping behaviors and to place them in the
collection box/jar. Each day, the teacher (or student helper)
counts
t up th
the number
b off submitted
b itt d slips
li andd plots
l t th
the
progress toward the goal on a publicly displayed chart.
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83
Response to Intervention
Behavior Management Strategies: Relationship-Building
• TOOTLING: IMPROVE PEER RELATIONSHIPS (Cont.)
5. INCREASE THE TOOTLING GOAL INCREMENTALLY.
When a cumulative goal is achieved, the teacher increases
the Tootling goal (e.g.,
(e g to collect 125 Tootle slips) and
selects another student privilege or prize.
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84
Response to Intervention
Behavior Management Strategies: Relationship-Building
• 'TWO-BY-TEN': STRUCTURING POSITIVE TEACHERSTUDENT INTERACTIONS. The teacher makes a
commitment
it
t to
t have
h
a 22-minute
i t conversation
ti with
ith th
the student
t d t
across 10 consecutive school days (20 minutes of cumulative
positive contact)
contact). This strategy (‘non-contingent
( non-contingent teacher
attention’) can be helpful with students who lack a positive
connection with the teacher.
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85
Response to Intervention
Group Activity: Reinforcement
and Relationship-Building
for the Behaviorally
Challenging Student
At your tables:
• Consider the ideas shared
f managing
for
i challenging
h ll i
behaviors.
• Discuss how you might use
one or more of these
strategies in your classroom
or school.
Relationship-Building
1
1.
2.
3.
4
4.
www.interventioncentral.org
MAINTAIN A HIGH RATIO OF
POSITIVE INTERACTIONS:
BUILDING STUDENT
CONNECTIONS
CONNECTIONS.
STRIVE FOR DAILY POSITIVE
INTERACTIONS: BUILDING
STUDENT CONNECTIONS.
CONNECTIONS
TOOTLING: IMPROVE PEER
RELATIONSHIPS.
'TWO BY TEN': STRUCTURING
'TWO-BY-TEN':
POSITIVE TEACHER-STUDENT
INTERACTIONS.
86
Response to Intervention
Managing Challenging Behaviors in the
Cl
Classroom:
Skill B ildi
Skill-Building
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87
Response to Intervention
Behavior Management Strategies: Skill-Building
• BEHAVIOR CONFERENCE: ENCOURAGING STUDENT
RESPONSIBILITY. When a student misbehaves, the teacher
may choose
h
to
t meett with
ith th
thatt student
t d t briefly
b i fl to
t discuss
di
andd
attempt to resolve the problem behavior(s). The teacher
should take the student aside for a private conversation
conversation. Here
is a recommended outline for conducting a behavior
conference: ((1)) Maintainingg a calm and respectful
p
tone,, the
teacher describes the student misbehavior that led to the
conference; (2) The teacher asks open-ended questions
(e.g., who, what, where, how) as necessary to fully
understand the student's view of why the problem behavior
has occurred.
occurred
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88
Response to Intervention
Behavior Management Strategies: Skill-Building
• BEHAVIOR CONFERENCE: ENCOURAGING STUDENT
RESPONSIBILITY (Cont.).
(3) The teacher asks the student to identify one or more
solutions to resolve the behavior problem(s)--with the teacher
prepared to offer solutions if the student appears unable or
unwilling to do so; (4) From solutions offered, teacher and
student select one to implement; (5) Before concluding the
conference, the teacher summarizes the selected solution to
resolve the behavior problem. The teacher may also wish to
remind the student of the disciplinary consequences that will
follow if the problem behavior(s) continue. It is recommended
th t th
that
the tteacher
h kkeep a written
itt recordd off th
these bbehavioral
h i l
conferences.
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89
Response to Intervention
Behavior Management Strategies: Skill-Building
• HABIT-REVERSAL TECHNIQUE: BEHAVIOR CHANGE.
Student problem behaviors can be habit-forming. To break an
i
ingrained
i d bbehavior
h i pattern,
tt
th
the tteacher
h can use a 33-step
t
habit-reversal technique.
1 TRAIN FOR AWARENESS
1.
AWARENESS. The student is trained to
recognize when he/she is displaying the problem
behavior(s) (e.g.,
(e g loud angry outbursts; throwing objects); to
identify signs of the onset of those problem behavior(s)
(e.g., raised voice, scowl); and to describe typical situations
that can trigger the problem behavior(s) (e.g., when told 'no'
by an adult; when teased by peers). During this phase, the
student
t d t may require
i adult
d lt coaching
hi ((e.g., tteacher
h prompts)
t )
to alert the student when the problem behavior is occurring.
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90
Response to Intervention
Behavior Management Strategies: Skill-Building
• HABIT-REVERSAL TECHNIQUE: BEHAVIOR CHANGE
(Cont.)
2. TEACH A COMPETING RESPONSE. The student is taught
a replacement behavior that is incompatible with the
problem behavior (e.g.,
(e g taking 3 deep
deep, calming breaths to
replace an angry outburst; moving away from another
student rather than getting into an argument).
argument)
3. REWARD THE NEW HABIT. Adults reinforce the student for
episodes of successful behavior replacement with praise
and points that can be banked and later applied to earn
privileges or prizes. TIP: Teaching staff can foster habit
change by eliminating triggers (e.g., adult 'nagging', peer
teasing) that may elicit problem behaviors.
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91
Response to Intervention
Behavior Management Strategies: Skill-Building
• REINFORCING LOWER RATE OF HELP REQUESTS:
INCREASE STUDENT INDEPENDENCE. When a student
t ffrequently
too
tl seeks
k tteacher
h hhelp
l andd reassurance, one
strategy to fix the problem is to reinforce lower rates of helpseeking:
1. TRAIN THE STUDENT IN SELF-HELP STRATEGIES. The
teacher meets with the student to generate a checklist of
appropriate self-help skills (e.g., consult a glossary or
dictionary, ask a peer) that should be attempted before
seeking teacher help.
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92
Response to Intervention
Behavior Management Strategies: Skill-Building
• REINFORCING LOWER RATE OF HELP REQUESTS:
INCREASE STUDENT INDEPENDENCE (Cont.)
2. SELECT A MAXIMUM LIMIT FOR HELP REQUESTS. The
teacher decides on a reasonable upper limit of times that
the student can request help during a given period.
period For
example, a teacher may decide that, during a 20-minute
independent seatwork period
period, the student should require no
more than 3 opportunities to seek teacher help.
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93
Response to Intervention
Behavior Management Strategies: Skill-Building
• REINFORCING LOWER RATE OF HELP REQUESTS:
INCREASE STUDENT INDEPENDENCE (Cont.)
3. CREATE A REQUEST-MONITORING CARD. The teacher
makes a daily monitoring index-card to be placed on the
student's desk.
desk The card contains a series of check
check-off
off
boxes equivalent to the acceptable maximum of help
requests--plus
requests
plus an 'extra'
extra box.
box For example,
example if 3 is the
maximum for allowable help requests during a period, the
card contains 4 check-off boxes.
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94
Response to Intervention
Sample Teacher
Teacher-Request
Request Monitoring Card
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Response to Intervention
Behavior Management Strategies: Skill-Building
• REINFORCING LOWER RATE OF HELP REQUESTS:
INCREASE STUDENT INDEPENDENCE (Cont.)
4. IMPLEMENT THE INTERVENTION. The teacher shows the
monitoring card to the student, presents the maximum
number of times the student can request teacher assistance
during the defined academic period, and explains that each
time the student requests assistance,
assistance the teacher will check
off one of the boxes on the monitoring card. If the student
requests help beyond the pre-defined upper limit, the
teacher checks off the 'extra' box on the card--but does not
offer assistance. For each period in which the 'extra' box
remains
i unchecked,
h k d the
th student
t d t earns a point
i t that
th t can bbe
banked and later applied to earn privileges or prizes.
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96
Response to Intervention
Group Activity: Skill-Building
for the Behaviorally
Challenging Student
At your tables:
• Consider the ideas shared
f managing
for
i challenging
h ll i
behaviors.
• Discuss how you might use
one or more of these
strategies in your classroom
or school.
Skill-Building
1
1.
2
2.
3.
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BEHAVIOR CONFERENCE:
CONFERENCE
ENCOURAGING STUDENT
RESPONSIBILITY.
HABIT REVERSAL TECHNIQUE:
HABIT-REVERSAL
TECHNIQUE
BEHAVIOR CHANGE.
REINFORCING LOWER RATE OF
HELP REQUESTS: INCREASE
STUDENT INDEPENDENCE.
97
Response to Intervention
:
Team Activity: Select Behavior Strategies for
Y
Your
Challenging
Ch ll i Student…
St d t
• At your table:
– Review the behavior management ideas in
yyour handout: pp
pp. 20-34.
– Select at least 2 ideas that you think might
be effective with the student that you
y
selected for the earlier problem-identification
exercise.
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98
Response to Intervention
Using Reinforcement in
th Cl
the
Classroom: R
Rewards
d
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Response to Intervention
Intrinsic Motivation: Is There Any Utility to This
C t t?
Construct?
“An
An intrinsically motivated behavior [is defined as]
one for which there exists no recognizable reward
except the activity itself (e.g., reading). That is,
behavior that cannot be attributed to external controls
is usually attributed to intrinsic motivation.” p. 345
By definition, intrinsic motivation is supported by the
reinforcing quality of the activity alone. As a construct,
‘intrinsic
intrinsic motivation
motivation’ may be untestable,
untestable because the
reinforcer cannot be directly observed or
experimentally manipulated.
manipulated
Source: Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or
best practice. School Psychology Review, 33, 344-362.
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Response to Intervention
Praise: A Powerful, Underused Motivator
• Teacher praise is “a naturalistic and nonintrusive
consequence that
th t has
h bbeen shown
h
tto bbe effective
ff ti iin
classroom management and for increasing task
engagementt while
hil reducing
d i problem
bl behavior.”
b h i ”
(Hawkins & Heflin, 2011, p. 97).
• Surprisingly, research suggests that praise is
underused in both general- and special-education
classrooms (Kern & Clemens, 2007).
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101
Response to Intervention
Shaping Praise to Increase Effectiveness
• Describe Noteworthy Student Behavior. Effective teacher
praise consists of two elements: (1) a description of
noteworthy student academic performance or general
behavior, and (2) a signal of teacher approval (Brophy,
1981 Burnett,
1981;
B
tt 2001)
2001).
For example,
example a vague praise statement such as 'Good
Good job!'
job!
becomes acceptable when expanded to include a
behavioral element: "You located eight
g strongg source
documents for your essay. Good job!"
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102
Response to Intervention
Shaping Praise to Increase Effectiveness
• Praise Effort and Accomplishment, Not Ability. There is
evidence that praise statements about general ability can
actually reduce student appetite for risk-taking.
Therefore,
Th
f
tteachers
h should
h ld generally
ll steer
t clear
l off praise
i th
thatt
includes assumptions about global student ability (e.g., "You
are a really good math student!
student!";; "II can tell from this essay that
writing is no problem for you."). Praise should instead focus on
specific
p
examples
p of student effort or accomplishment
p
((e.g.,
g , "It's
obvious from your grade that you worked hard to prepare for
this quiz. Great work!"). This helps students to see a direct link
between the effort that they invest in a task and improved
academic or behavioral performance.
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103
Response to Intervention
Shaping Praise to Increase Effectiveness
• Match the Method of Praise Delivery to Student
Preferences. Teachers can deliver praise in a variety of ways
and contexts. For example, an instructor may choose to praise
a student in front of a class or work group or may instead
d li that
deliver
th t praise
i iin a private
i t conversation
ti or as written
itt
feedback on the student's assignment.
When possible, the teacher should determine and abide by a
student's ppreferences for receivingg individual ppraise. When in
doubt with older students, deliver praise in private rather than in
public.
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Response to Intervention
Big Ideas: The Four Stages of Learning Can Be
S
Summed
dU
Up iin th
the ‘Instructional
‘I t ti l Hierarchy
Hi
h
(Available on Conference Web Page)
Student learning can be thought of as a multi-stage process. The
universal stages of learning include:
• Acquisition: The student is just acquiring the skill.
skill
• Fluency: The student can perform the skill but
must make that skill ‘automatic’.
• Generalization: The student must perform the skill
across situations or settings.
• Adaptation: The student confronts novel task
demands that require that the student adapt a
current skill to meet new requirements.
Source: Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus,
OH: Charles E. Merrill Publishing Co.
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105
Response to Intervention
Praise: Goal
Example
Student Performance: Effort. Learning a
new skill
kill requires
i th
thatt the
th student
t d t workk hhardd
and put forth considerable effort--while often
nott seeing
i iimmediate
di t iimprovement.t
For beginning learners, teacher praise can
motivate
ti t andd offer
ff encouragementt bby
focusing on effort ('seat-time') rather than on
product
d t (D
(Daly
l ett al.,
l 2007).
2007)
"Today in class, you
wrote
t non-stop
t
through the entire
writing
iti period.
i d I
appreciate your
h d work."
hard
k"
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Response to Intervention
Praise: Goal
Example
Student Performance: Accuracy. When
l
learning
i new academic
d i material
t i l or bbehaviors,
h i
students move through distinct stages (Haring et
al.,
l 1978)
1978). Of th
these stages,
t
th
the fifirstt andd mostt
challenging for struggling learners is acquisition.
I the
In
th acquisition
i iti stage,
t
th
the student
t d t is
i llearning
i
the rudiments of the skill and strives to respond
correctly.
tl
The teacher can provide encouragement to
students
d
iin this
hi fifirst stage off llearning
i bby praising
i i
student growth in accuracy of responding.
"This week you
were able
bl tto
correctly define
15 off 20 bi
biology
l
terms. That is up
f
from
8 last
l t week.
k
Terrific progress!"
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Response to Intervention
Praise: Goal
Example
Student Performance: Fluency. When the
student
t d t has
h progressedd bbeyondd th
the acquisition
i iti
stage, the new goal may be to promote fluency
(H i ett al.,
(Haring
l 1978).
1978)
Teacher praise can motivate the student to
b
become
more efficient
ffi i t on th
the academic
d i ttaskk bby
emphasizing that learner's gains in fluency (a
combination
bi ti off accuracy andd speedd off
responding).
"You were able to
compute
t 36
correct digits in
t minutes
two
i t on
today's math time
d ill worksheet.
drill
k h t
That's 4 digits
th earlier
li
more than
this week-i
impressive!"
i !"
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Response to Intervention
Praise: Goal
Example
Work Product: Student Goal-Setting. A
motivating strategy for a reluctant learner is
to have him or her set a goal on an academic
task and to report out at the conclusion of the
task about whether the goal was reached.
The teacher can then increase the motivating
power of student goal-setting by offering
praise when the student successfully sets
and attains a goal. The praise statement
states the original student goal and describes
how the product has met the goal.
"At the start of
class you set the
class,
goal of completing
an outline for your
paper. And I can
see that the outline
that you produced
today looks
great—it is wellstructured and
organized."
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Response to Intervention
Praise: Goal
Example
Work Product: Using External Standard.
Teacher praise often evaluates the student
work product against some external
standard Praise tied to an external
standard.
standard reminds the student that objective
expectations exist for academic or
behavioral performance (e.g., Common
Core State Standards in reading/
mathematics) and provides information
about how closely current performance
conforms to those expectations.
"On this assignment,
you successfully
converted the
original fractions to
equivalent fractions
before subtracting.
subtracting
Great—you just
showed mastery of
one of our Grade 5
math standards!"
standards!
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Response to Intervention
What if the Student Does Not Respond to Praise?
Students
St
d t sometimes
ti
ddo nott respondd tto praise,
i especially
i ll in
i
large-group settings. If so, consider these suggestions:
1
1.
2
2.
3
3.
Be sure that your praise is authentic
authentic. For example,
example praise only those
aspects of a student’s work or behavior that are truly praise-worthy.
Otherwise the student may find the praise to be phony and aversive.
Deliver the student praise in private conversations or in written
format. The discrete delivery of praise can reduce or prevent
potential public embarrassment.
F low-performing
For
l
f i students,
t d t praise
i effort
ff t as wellll as product.
d t Whil
While
a struggling writer may write an essay that does not merit high
praise, for example, the teacher may instead praise the amount of
time
i that
h the
h student
d was willing
illi to put iinto the
h composition
i i andd also
l
point out how the current writing product shows improvements over
the student’s own previous writing attempts.
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Response to Intervention
Selectingg a Reward: 3-Part Test pp
pp. 10-11
•
Do teacher, administration, and parent find the
rewardd acceptable?
t bl ?
•
IIs th
the rewardd available
il bl (conveniently
(
i tl andd att an
affordable cost) in schools?
•
Does the child find the reward motivating?
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112
Response to Intervention
Tutorial: How to Conduct a Reinforcer Survey
to Create
C
a ‘Reward Menu’ pp. 10-11
10 11
1. The teacher collects a series of feasible classroom ideas
for possible student reinforcers, writing each idea onto a
separate index card. This serves as a master ‘reinforcer
deck’ that the teacher can reuse.
deck
reuse
2 The teacher meets with the student individually to review
2.
the reward ideas in the master reinforce deck. The student
states whether he or she ‘likes’ each reinforce idea ‘a lot’ ,
‘a little’ or ‘not at all’ and the teacher sorts the reinforcer
cards accordingly into separate piles. The reinforce ideas
that the student selected as ‘liking a lot’ will be used to
create a customized reinforcer menu for the student.
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113
Response to Intervention
Tutorial: How to Conduct a Reinforcer Survey
to Create
C
a ‘Reward Menu’
3. Whenever the student meets teacher-established
criteria to earn a reward, that student selects one from
the reinforce menu.
menu
4 If the reward menu appears to be losing its reinforcing
4.
power, the teacher can repeat the steps above with the
student to update
p
and refresh the reward menu.
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114
Response to Intervention
Reinforcer Survey:
Select one of two
reinforcer surveys from
your larger handout:
elementary: pp. 12-14
OR
secondary: pp. 15-16.
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Response to Intervention
Reinforcers: Conduct a ‘Reinforcer
Reinforcer Survey
Survey’
Select one of two reinforcer surveys
from your larger handout: elementary:
pp. 12-14 OR secondary:
pp
y pp
pp. 15-16.
Pair off. Select one from the pair to
administer the reinforcer survey to the
other and record the responses: Like a
l t like
lot,
lik a little,
littl lik
like nott att allll
Use the results of the survey to create
a ‘reward menu’ for your colleague.
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116
Response to Intervention
Jackpot! Reward Finder
http://www.interventioncentral.org/
htt
//
i t
ti
t l /
tools/jackpot-reward-finder
The Jackpot Reward Finder is a
collection of ideas for classroom
rewards for both elementary and
secondary levels. Teachers can put
together their own individualized
menus of rewards and even create
reinforcer/reward surveys
y to review
with students.
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Response to Intervention
The Power of Choice
How can teachers offer
students ‘choice’ in their
school experience improve
behaviors and motivation?
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118
Response to Intervention
The Power of Choice: Is It Innate?
Allowing students choice in how they structure their
school experience appears--for ‘biologic reasons’ – to
serve as a ffundamental
d
t l source off reinforcement
i f
t (K
(Kern &
Clemens, 2007; p. 72).
Source: Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in
the Schools, 44, 65-75.
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119
Response to Intervention
Instructional
st uct o a Adjustments/Accommodations:
djust e ts/ cco odat o s Motivation
ot at o
• OFFER CHOICE IN MODES OF TASK COMPLETION. Allow the
student two or more choices for completing a given academic task.
For example, a student may be given the option to use a computer
k b d tto write
keyboard
it an essay iinstead
t d off writing
iti it by
b hand
h d -- or to
t
respond orally to math-facts on flashcards rather than recording
answers on a math worksheet.
worksheet
Source: Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the
Schools, 44(1), 65-75.
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120
Response to Intervention
Instructional
st uct o a Adjustments/Accommodations:
djust e ts/ cco odat o s Motivation
ot at o
• OFFER CHOICE VIA ASSIGNMENT SUBSTITUTION. Present
the student with two or more alternative activities to choose from
that contain equivalent academic requirements. For example, an
i t t who
instructor
h wants
t students
t d t tto review
i a chapter
h t off th
the course
textbook might allow them the choices of reading the passage
independently or discussing that passage in a structured
cooperative learning activity.
Source: Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the
Schools, 44(1), 65-75.
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121
Response to Intervention
Instructional
st uct o a Adjustments/Accommodations:
djust e ts/ cco odat o s Motivation
ot at o
• OFFER CHOICE: TASK SEQUENCE. When the student has
several tasks to complete during independent work time, allow the
student to select the order in which she or he will complete those
t k When
tasks.
Wh the
th student
t d t begins
b i th
the iindependent
d
d t work,
k provide
id
encouragement and prompting as needed to keep the student
engaged.
engaged
Source: Kern, L., Bambara, L., & Fogt, J. (2002). Class-wide curricular modification to improve the behavior of students with
emotional or behavioral disorders. Behavioral Disorders,
27, 317-326.
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122
Response to Intervention
AccommodationFinder
http://www.interventioncentral.org/
tools/accommodationfinder
This application allows the user to
browse a set of 60+ classroom
accommodations to put together a
unique plan for a struggling learner.
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Response to Intervention
The Teacher as Classroom Behavior
‘First
First Responder
Responder’
How can teachers develop a
broader range of responses to
misbehavior?
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124
Response to Intervention
Classroom Behavior Incident: Teacher Response Plan
Teachers
T
h who
h can ddraw on a range off responses
when dealing with classroom misbehaviors are
more lik
likely
l tto kkeep th
those students
t d t iin th
the
classroom, resulting in fewer disruptions to
i t ti andd better
instruction
b tt learning
l
i outcomes
t
ffor
struggling students. A good organizing tool for
t h iis tto create
teachers
t a matrix
t i outlining
tli i th
theiri
response options for classroom behavior
managementt andd di
discipline.
i li
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Response to Intervention
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Response to Intervention
Classroom Behavior Incident: Teacher Response Plan
Here are 8 categories of teacher response to
student misbehavior:
1.
2.
3.
4.
5.
6.
7.
8.
Behavior Reminder
Academic Adjustment
Environmental Adjustment
Warning
Time-Out
Response Cost
Behavior Conference
Defusing Strategies
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Response to Intervention
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Response to Intervention
Scenario 1: 7th-Grade Instructional Team
• A 7th-grade instructional team uses the format of the Classroom
Behavior Incident: Teacher Response Plan to standardize their
response to
t misbehaving
i b h i students.
t d t The
Th team
t
ddecides
id tto
develop their 'defusing strategies' resources.
• They
Th meett with
ith th
the school's
h l' mental
t l hhealth
lth tteam ((school
h l social
i l
worker, school psychologist, school counselor, assistant
principal) and develop a 'defusing'
defusing pass system.
system
• According to this system, any student who appears to need to
talk with a mental health staff member is to be given a pass.
The student is to check in with the secretary in the guidance
counseling office, who will call to locate an available staff
member for the student to talk with.
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136
Response to Intervention
Scenario 1: 7th-Grade
Instructional Team
A student, Francine, is in her
Science class, whispering
p g to a
couple of her friends sitting
near by. The teacher can see
that the whispering is
beginning to distract students
in proximity to Francine.
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Response to Intervention
Scenario 1: 7th-Grade
Instructional Team
A student, Francine,
is in her
Behavioral
Reminder.
The
Science makes
class, whispering
g to a
teacher
eyep contact
couple of her friends sitting
with
Francine while teaching
near by. The teacher can see
and
puts
a finger
g to
p
that p
the whispering
is his lips
to beginning
signal that
she should
stop
to distract
students
in proximity
to Francine.
talking and
attend to
instruction.
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Response to Intervention
Scenario 1: 7th-Grade
Instructional Team
Environmental Adjustment.
When Francine continues to
talk to peers
peers, the teacher
moves her to a seat near the
front of the room, away from
her friends and close to the
teacher.
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Response to Intervention
th-Grade
Scenario
1:
7
Warning. Francine
Instructional Team
continues
ti
tto clown
l
att hher
Adesk,
student,
Francine,
is inand
her
making
faces
Science class,
whispering
p to
g tono
a
whispering
comments
couple of her friends sitting
one in particular. The
near by. The teacher can see
teacher
pp
that theapproaches
whispering
is her desk
and
tells Francine
quietly
beginning
to distract students
that
if she continues
in proximity
to Francine.to talk
andd di
distract
t t other
th students,
t d t
she will need to stay after
class for a teacher
conference, which will
pprobablyy make her late for
lunch. Francine’s behaviors
improve immediately. www.interventioncentral.org
Response to Intervention
Scenario 2: 7th-Grade
Instructional Team
A student, Jay, walks into his
English
g class after lunch one
day and appears visibly upset.
When the teacher directs the
class to pull out a homework
assignment for review, Jay sits
in his seat looking flushed and
angry. H
He does
d
nott ttake
k outt
his work.
www.interventioncentral.org
Response to Intervention
Scenario 2: 7th-Grade
Instructional Team
Behavioral Reminder. The
teacher approaches Jay and
q ietl asks that he pull
quietly
p ll ooutt
his homework. She then
returns to the front of the
room.
www.interventioncentral.org
Response to Intervention
Scenario 2: 7th-Grade
Instructional Team
Behavior Conference. The
A student, Jay, walks into his
teacher
sees that Jay is still
English
g class after lunch one
tti out
t his
hi upset.
day not
andt getting
appears
visibly
homework.
She directs
gives the
When the teacher
the
classato5-minute
pull out a assignment
homework
class
assignment
for review,
Jay sits
to
review their
homework
in his seat
lookinggflushed
and
before
submitting
and uses
angry. H
He does
d
nott ttake
k outt
that
time to meet briefly with
his work.
Jay in the hallway. She asks
open-ended
d d questions
i
andd
discovers that Jay is angry
about an incident that
occurred at lunch.
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Response to Intervention
Scenario 2: 7th-Grade
Defusing
Techniques.
Instructional Team
Based on information
A student, Jay, walks into his
gathered
during the behavior
English
g class after lunch one
conference
conference,
thevisibly
teacher
day
and appears
upset.
decided
Jaydirects
needsthe
to
When thethat
teacher
meet
with
mental
health
class to
pullaout
a homework
assignment
Jay sits
staff
memberfortoreview,
talk through
in hisresolve
seat looking
flushed
and
and
his issue
from
angry. H
He does
d
nott ttake
t
lunch.
She
issues
Jayk aout
pass
his work.
and he goes to the guidance
office.
ffi Ultimately,
Ulti t l hhe meets
t
for 20 minutes with the
school psychologist
psychologist, calms
down, and is able to return to
www.interventioncentral.org
class.
Response to Intervention
www.interventioncentral.org
Response to Intervention
Group Activity: Develop a Classroom
Behavior Response Plan
• Review the 8 general categories
of teacher response to problem
behaviors.
• Select the categories that you
would find MOST challenging.
• Turn to page 5 of the handout.
Using your colleagues as a
resource, develop specific ideas
under these categories for
intervening with students
students. Write
them down on the form provided.
Classroom Behavior Incident:
Teacher Response Plan
1. Behavior Reminder
2. Academic Adjustment
3 Environmental Adjustment
3.
4. Warning
5 Time-Out
5.
6. Response Cost
7 Behavior Conference
7.
8. Defusing Strategies
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146
Response to Intervention
Group Activity: Classroom
Intervention Response Matrix
At your tables:
• With the
th student
t d t th
thatt you
discussed this morning in
mind review the 8-step
mind,
process Classroom
Behavior Incident: Teacher
Response Plan.
• Select at least 3 categories
of behavioral response that
you believe could ‘fit’ this
student’s behavioral profile.
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147