Strong Behavior Management in Grades 3-12

Response to Intervention

Strong Behavior Management in Grades g3-12

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org


Access PPTs and other materials from this workshop at:

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Intervention Centralwww interventioncentral orgwww.interventioncentral.org



Managing Student Behaviors byPlaying the Odds: The Vegas Approachpp• On any given day, you cannot know

with certainty what behavioral challenges will with certainty what behavioral challenges will walk through your classroom door.

• However by adopting sound research based • However, by adopting sound, research-based behavior-management practices, you increase the odds that you will be able to handle the odds that you will be able to handle unexpected behavioral incidents—in a way that increases your own authority and promotes


increases your own authority and promotes student success.

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Response to InterventionUnmotivated Students: What Works

M ti ti b th ht f h i t di i1. the student’s expectation

of success on the task

Motivation can be thought of as having two dimensions:

of success on the task

2. the value that the student places Multiplied by

pon achieving success on that learning task

The relationship between the two factors is multiplicative. If EITHER of these factors (the student’s expectation of success on the task OR the student’s valuing of that success) is zero then the ‘motivation’ product will student s valuing of that success) is zero, then the motivation product will also be zero.Source: Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools In M A Shinn H M Walker & G Stoner (Eds ) Interventions for

www.interventioncentral.org 5

problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.


Student Motivation: Cutting the ‘Gordian K t’ b R f i th I i Ob bl Knot’ by Reframing the Issue in Observable

(and Fixable) TermsStep 1: Redefine ‘motivation’ as academic engagement: e.g., The student chooses “to engage in active accurate

d i di ” (Ski P & D i academic responding” (Skinner, Pappas, & Davis, 2005).

Step 2: Build staff support for this mission statement: “When a student appears unmotivated it is the school’s When a student appears unmotivated, it is the school s job to figure out why the student is unmotivated and to find a way to get that student motivated.”


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Source: Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.


Critical Elements of Classroom Management What are the critical Management. What are the critical elements of strong core classroom behavior management ?



Tutorial: How to Verify That Your Classroom H th F d ti N f St Has the Foundation Necessary for Strong

CORE Behavior Management

• The checklist How To: Identify Critical Elements of Strong Core Classroom Behavior Management is a useful tool to evaluate your classroom behavior management readiness.



Tutorial: How to Verify That Your Classroom H th F d ti N f St Has the Foundation Necessary for Strong

Core Behavior Management• Good behavior management rests on a

foundation that includes these elements:foundation that includes these elements:Effective instructionExplicit teaching of behavioral expectationsExplicit teaching of behavioral expectationsStudents trained in basic class routinesPositive classroom rules postedPositive classroom rules postedEffective teacher directivesContinuum of in class consequences for


Continuum of in-class consequences for misbehavior


Components of Effective Instruction. The teacher’s lesson and Components of Effective Instruction. The teacher s lesson and instructional activities include these components (Burns, VanDerHeyden, & Boice, 2008):

• Instructional match. Students are placed in work that provides them with an appropriate level of challenge (not too easy and not too difficult).

• Explicit instruction. The teacher delivers instruction using modeling, demonstration, supervised student practice, etc.

• Active student engagement. There are sufficient opportunities d i th l f t d t t b ti l d d during the lesson for students to be actively engaged and ‘show what they know’. Timely performance feedback Students get feedback about 11


• Timely performance feedback. Students get feedback about independent seatwork, whole-group, small-group activities. 11


Explicit Teaching of Behavioral Expectations. Students have been explicitly taught classroom behavioral expectations. Those positive behaviors are acknowledged and reinforced on an ongoing basis (Fairbanks, Sugai, Guardino, & Lathrop, 2007)2007).

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Students Trained in Basic Class Routines. The teacher has Students Trained in Basic Class Routines. The teacher has clearly established routines to deal with common classroom activities (Fairbanks, Sugai, Guardino, & Lathrop, 2007; Marzano, Marzano, & Pickering, 2003; Sprick, Borgmeier, & Nolet, 2002). These routines include but are not limited to:

• Engaging students in meaningful academic activities at the start of class (e.g., using bell-ringer activities)

• Assigning and collecting homework and classwork• Transitioning students efficiently between activities• Independent seatwork and cooperative learning groups• Students leaving and reentering the classroom


• Dismissing students at the end of the period 33


Positive Classroom Rules Posted. The classroom has a set of Positive Classroom Rules Posted. The classroom has a set of 3-8 rules or behavioral expectations posted. When possible, those rules are stated in positive terms as ‘goal’ behaviors (e.g. ‘Students participate in learning activities without distracting others from learning’). The rules are frequently

i d (Si F i b k B i h M & S i reviewed (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008).


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Effective Teacher Directives. The teacher delivers clear Effective Teacher Directives. The teacher delivers clear directives to students that (1) are delivered calmly, (2) are brief, (3) are stated when possible as DO statements rather than as DON'T statements, (4) use clear, simple language, and (5) are delivered one directive at a time and appropriately

d t id f i l di t d t (K & paced to avoid confusing or overloading students (Kern & Clemens, 2007; Walker & Walker, 1991). These directives are positive or neutral in tone avoiding sarcasm or hostility and positive or neutral in tone, avoiding sarcasm or hostility and over-lengthy explanations that can distract or confuse students.


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Continuum of In-Class Consequences for Misbehavior. The Continuum of In Class Consequences for Misbehavior. The teacher has developed a continuum of classroom-based consequences for misbehavior (e.g., redirect the student; have a brief private conference with the student; remove classroom privileges; send the student to another classroom for a brief ti t) th t d b f th t h id timeout) that are used before the teacher considers administrative removal of the student from the classroom (Sprick Borgmeier & Nolet 2002) These strategies are used (Sprick, Borgmeier, & Nolet, 2002). These strategies are used flexibly, matched to the behavioral situation and needs of the student (Marzano, Marzano, & Pickering, 2003).( , , g, )


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Strong Core Behavior Management. What is an example of behavior pmanagement that can improve on-task behavior for an entire class? behavior for an entire class?



Defensive Management: A Method to Avoid Power St lStruggles

‘Defensive management’ (Fields, 2004) is a teacher-g ( )friendly six-step approach to avert student-teacher power struggles that emphasizes providing proactive instructional support to the student, elimination of pp ,behavioral triggers in the classroom setting, relationship-building, strategic application of defusing techniques when needed, and use of a ‘reconnection’ techniques when needed, and use of a reconnection conference after behavioral incidents to promote student reflection and positive behavior change.


Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.


Defensive Management: Six StepsDefensive Management: Six Steps1. Understand the Student Problem and Use Proactive

Strategies to Prevent ‘Triggers’. The teacher collects information--through direct observation and perhaps other means--about specific instances of student problem behavior and the instructional components and other factors psurrounding them. The teacher analyzes this information to discover specific ‘trigger’ events that seem to set off the problem behavior(s) (e.g., lack of skills; failure to understand problem behavior(s) (e.g., lack of skills; failure to understand directions).

The instructor then adjusts instruction to provide appropriate The instructor then adjusts instruction to provide appropriate student support (e.g., providing the student with additional instruction in a skill; repeating directions and writing them on the board)


the board).Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.


Defensive Management: Six StepsDefensive Management: Six Steps

2. Promote Positive Teacher-Student Interactions. Early in each class session, the teacher has at least one positive verbal interaction with the student. Throughout the class period, the teacher continues to g p ,interact in positive ways with the student (e.g., brief conversation, smile, thumbs up, praise comment after a student remark in large-group discussion, etc.). In a student remark in large group discussion, etc.). In each interaction, the teacher adopts a genuinely accepting, polite, respectful tone.





3. Scan for Warning Indicators. During the class 3. Scan for Warning Indicators. During the class session, the teacher monitors the target student’s behavior for any behavioral indicators suggesting that the student is becoming frustrated or angry. Examples of behaviors that precede non-compliance or open d fi i l d t i k tt i defiance may include stopping work; muttering or complaining; becoming argumentative; interrupting others; leaving his or her seat; throwing objects etc ) others; leaving his or her seat; throwing objects, etc.).





4. Exercise Emotional Restraint. Whenever the student 4. Exercise Emotional Restraint. Whenever the student begins to display problematic behaviors, the teacher makes an active effort to remain calm. To actively monitor his or her emotional state, the teacher tracks physiological cues such as increased muscle tension and heart rate, as

ll f th ti well as fear, annoyance, anger, or other negative emotions. The teacher also adopts calming or relaxation strategies that work for him or her in the face of strategies that work for him or her in the face of provocative student behavior, such as taking a deep breath or counting to 10 before responding.


g p gSource: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.



5. Use Defusing Tactics. If the student begins to escalate 5. Use Defusing Tactics. If the student begins to escalate to non-compliant, defiant, or confrontational behavior (e.g., arguing, threatening, other intentional verbal interruptions), the teacher draws from a range of possible descalating strategies to defuse the situation. Such strategies can i l d i t ti ith th t d t hil include private conversation with the student while maintaining a calm voice, open-ended questions, paraphrasing the student’s concerns acknowledging the paraphrasing the student s concerns, acknowledging the student’s emotions, etc.





6. Conduct a ‘Reconnection’ Conference. Soon after any 6. Conduct a Reconnection Conference. Soon after any in-class incident of student non-compliance, defiance, or confrontation, the teacher makes a point to meet with the student to discuss the behavioral incident, identify the triggers in the classroom environment that led to the

bl d b i t ith th t d t t t problem, and brainstorm with the student to create a written plan to prevent the reoccurrence of such an incident Throughout this conference the teacher incident. Throughout this conference, the teacher maintains a supportive, positive, polite, and respectful tone.




Defensive Management: 6 StepsDefensive Management: 6 Steps

1. Understand the Student Problem and Use Proactive Strategies to Prevent ‘Triggers’.

2 Promote Positive Teacher-Student Interactions2. Promote Positive Teacher Student Interactions.3. Scan for Warning Indicators.4 E i E ti l R t i t4. Exercise Emotional Restraint.5. Use Defusing Tactics.6. Conduct a ‘Reconnection’ Conference.



Antecedent Strategies. What are t d t t t i th t t h antecedent strategies that teachers

can use to increase academic engagement?



Antecedent Strategies to Manage Behavior: P ti Ch t th E i tProactive Changes to the Environment

“Antecedent interventions typically involve some type of environmental rearrangement. ”


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.


ABC Time-lineABC Time lineThe ABC (Antecedent-Behavior-Consequence) timeline shows

( )the elements that contribute to student behaviors: (a) the Antecedent, or trigger; (b) the student Behavior; and (c) the Consequence of that behaviorConsequence of that behavior.

ABC Timeline

A CBwww.interventioncentral.org 2727

A CB


Advantages of Antecedent Strategies vs. ‘Reactive Approaches’

1 Can prevent behavior problems from occurring1. Can prevent behavior problems from occurring2. Are typically ‘quick acting’3 Can result in an instructional environment that 3. Can result in an instructional environment that

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.


Behavior Management Strategies: Antecedent FocusUSE OF HIGH-PROBABILITY REQUESTS. High-probability requests are a useful technique to motivate students to q qengage in assigned classwork (Lee, 2006). The teacher first identifies an academic activity in which the student historically h l b bili f l i b f shows a low probability of completing because of non-

compliance. The teacher then embeds within that low-probability activity an introductory series of simple brief 'highprobability activity an introductory series of simple, brief high-probability' requests or tasks that this same student has an established track record of completing (Belfiore, Basile, & estab s ed t ac eco d o co p et g ( e o e, as e, &Lee, 2008).


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Behavior Management Strategies: Antecedent FocusHIGH-PROBABILITY REQUESTS: TO START AN ASSIGNMENT. The teacher identifies brief actions associated with the ‘low-probability’ assignment that the student is likely to complete. The instructor delivers a sequence (e.g., 3) of these hi h b bili d ifi li b f high-probability requests and verifies compliance before delivering the low-probability request.

SHi-Prob Requests: To Start AssignmentEasy ‘Take out a piece of paper.’Easy ‘Write your name on your paper.’Easy ‘Copy the topic description that you see on the


y py p p yboard.’

Challenge ‘Write an introductory paragraph on this topic.’


Behavior Management Strategies: Antecedent FocusHIGH-PROBABILITY REQUESTS: WITHIN AN ASSIGNMENT. The teacher selects a ratio of ‘easy-to-ychallenge’ problems or items (e.g., 3: 1). The instructor then formats the assignment or worksheet according to the ‘easy-

h ll ’ ito-challenge’ ratio.

Hi-Prob Requests: Within AssignmentHi Prob Requests: Within AssignmentEasy 12 + 14 =?Easy 21 + 8 = ?Easy 21 + 8 = ?Easy 3 + 14 = ?Ch ll 9 7 ?


Challenge 9 x 7 = ?


Behavior Management Strategies: Academic Focus• CHOICE: ALLOWING STUDENTS CONTROL OVER

LEARNING. Teachers who allow students a degree of choice i t t i th i l i ti iti i in structuring their learning activities can increase engagement and reduce classroom behavior problems. One efficient way to promote choice in the classroom is for the 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 learning situations. For example, during g p , gindependent 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 22


seamlessly into the classroom routine. 22


Behavior Management Strategies: Antecedent Focus• REDUCE RESPONSE EFFORT: INCREASING

COMPLIANCE. Teachers can increase student motivation d li th h th d th t d th and compliance through any method that reduces the

apparent ‘response effort’ of an academic task- so long as that method does not hold the student to a lesser academic that method does not hold the student to a lesser academic standard than classmates. Appropriate response-effort examples include (1) breaking a larger student assignment p ( ) g g ginto 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 33


cooperative activity and then complete the remainder on their own. 33


Behavior Management Strategies: Antecedent Focus• DAILY SCHEDULES: INCREASING PREDICTABILITY.

Students may become agitated and misbehave when they do t k th f t l ti it t not know the purpose of a current classroom activity, cannot

predict how long that activity is to last, or do not know what activity will occur next Posted daily schedules are a strategy activity will occur next. Posted daily schedules are a strategy to increase the predictability of events for individual students or an entire classroom. In simplest form, such a schedule lists p ,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 44


have difficulty with a written schedule can have schedules read aloud and/or prepared with pictorial elements. 44


The Power of a Teacher Greeting…g

A positive relationship with the teacher is often a p pcrucial factor in motivating a struggling student. The power of positive teacher-student interactions is p pillustrated in one recent study, which found that--when instructors took just a few seconds to greet inattentive j gstudents by name at the start of class--the percentage of time those students spent academically engaged p y g gduring the first 10 minutes of instruction soared from 45% to 72% (Allday & Pakurar, 2007).


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Source: Allday, R. A., & Pakurar, K. (2007). Effects of teacher greetings on student on-task behavior. Journal of Applied Behavior Analysis, 40, 317-320.


Behavior Management Strategies: Antecedent Focus• USING TEACHER GREETINGS TO INCREASE

ENGAGEMENT (Allday & Pakurar, 2007). A personalized ti t th t t f l i d b t l l l f greeting at the start of a class period can boost class levels of

academic engagement. The teacher spends a few seconds greeting each student by name at the classroom door at the greeting each student by name at the classroom door at the beginning of class.


55Source: Allday, R. A., & Pakurar, K. (2007). Effects of teacher greetings on student on-task behavior. Journal of Applied Behavior Analysis, 40, 317-320.


Behavior Management Strategies: Antecedent Focus• ALTERNATIVE ACADEMIC RESPONSE FORMATS:

REDUCING STUDENT FRUSTRATION. For some students, t i f i b h i i th t th k d t l t a trigger for misbehavior is that they are asked to complete

an academic task in a response format that they find difficult or frustrating A strategy to address this issue is to offer the or frustrating. A strategy to address this issue is to offer the student a more acceptable alternative response format. For example, a student who does not like to write by hand can be p , ygiven 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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Behavior Management Strategies: Antecedent Focus• USING COMMANDS THAT PROMOTE CLASSROOM

CONTROL. (Kern & Clemens, 2007; Walker & Walker, 1991). T h d t lik l t li it t d t Teacher commands are most likely to elicit student compliance when they (1) are delivered calmly, (2) are brief, (3) are stated when possible as DO statements rather than as (3) are stated when possible as DO statements rather than as DON'T statements, (4) use clear, simple language, and (5) are delivered one command at a time and appropriately pp p ypaced to avoid confusing or overloading students. Effective teacher commands avoid both sarcasm or hostility and over-lengthy explanations that can distract or confuse students.

77Sources: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology

www.interventioncentral.org 3877( ) g p pp p y gy

in the Schools, 44, 65-75.

Walker, H.M. & Walker, J.E. (1991). Coping with noncompliance in the classroom: A positive approach for teachers. Austin, TX:: Pro-Ed, Inc.


Student Self-Monitoring. How does t d t lf it i k d h student self-monitoring work—and how

can a teacher set up an effective self-monitoring program?



ABC Time-lineABC Time lineThe ABC (Antecedent-Behavior-Consequence) timeline shows

( )the elements that contribute to student behaviors: (a) the Antecedent, or trigger; (b) the student Behavior; and (c) the Consequence of that behaviorConsequence of that behavior.

ABC Timeline

A CBwww.interventioncentral.org 4040

A CB


Student Self-Monitoring: AdvantagesWhen students take a role in monitoring their own behaviors several benefits can occur (Rhode et al 1983):behaviors, several benefits can occur (Rhode et al., 1983):

• Students can become more independent– increasing their Students can become more independent increasing their self-regulation/self-management skills as they monitor their progress toward behavioral goals.progress toward behavioral goals.

• There is also evidence that student-directed interventions such as self-monitoring are less likely to fail (be such as self monitoring are less likely to fail (be extinguished) than interventions solely implemented by others.

www.interventioncentral.org 41Source: Rhode, G., Morgan, D. P., & Young, K. R. (1983). Generalization and maintenance of treatment gains of behaviorally handicapped students from resource rooms to regular classrooms using self-evaluation procedures. Journal of Applied Behavior Analysis, 16, 171-188.


How To: Teach Students to Change Behaviors Through Self-Monitoring

1 Define Behavior Target(s) to Self Monitor1. Define Behavior Target(s) to Self-Monitor.2. Choose a Method for Recording Self-Monitoring Data.3 Choose a Self Monitoring Schedule3. Choose a Self-Monitoring Schedule.4. Decide on a Monitoring Cue.5 [O ti l] Ch R d f S f l B h i Ch5. [Optional] Choose Rewards for Successful Behavior Change.6. Conduct Periodic Accuracy Checks. 7. Fade the Self-Monitoring Plan.



Self-Monitoring Monitoring Methods:

Rating Scale



Self-Monitoring Monitoring Methods:Checklist



Self-Monitoring Monitoring Methods:

FrequencyCount



Tutorial: How to Use Fixed-Interval Audio Tapes in Behavior Management

When collecting data and implementing interventions the • When collecting data and implementing interventions, the educator must often pay close attention to the passage of time For example:time. For example:– An observer measuring a student's level of classroom attention

may choose to assess that student's on-task behavior every 20 seconds during an independent seatwork assignment.

– A teacher who wishes to use more praise-statements to motivate the class may attempt to praise positive student behaviors at least the class may attempt to praise positive student behaviors at least once every 3 minutes during large-group instruction.

– A student may need a reminder every 5 minutes to use


comprehension fix-up strategies during independent reading.

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Tutorial: How to Use Fixed-Interval Audio Tapes in Behavior Management

When assessment or intervention requires that specific • When assessment or intervention requires that specific actions be performed at fixed intervals, one helpful solution is for the educator to use a fixed-interval audio tape is for the educator to use a fixed interval audio tape.

• Such a tape has pre-recorded tones (i.e., 'beeps') occurring at fixed intervals (e.g., every 30 seconds; every 2 minutes; at fixed intervals (e.g., every 30 seconds; every 2 minutes; etc.) to cue the educator to collect a behavioral observation or implement an element of an intervention plan. Think of fixed-interval audio tapes as the 'soundtrack' for effective assessment and intervention work.


Response to InterventionBeep Tapes: Examples of UseTEACHER. A teacher who wishes to use more praise-statements to motivate the class decides to praise positive student behaviors at least once every 4 minutes during large-group instruction. y g g g p

EXTERNAL OBSERVER. An observer measuring a student's level of classroom attention chooses to assess that student's on-task behavior every classroom attention chooses to assess that student s on task behavior every 20 seconds during an independent seatwork assignment.

STUDENT. A student is reminded every 5 minutes to use a checklist to self-rate academic engagement and to measure work output.

WHOLE CLASS. A class of students is signaled to apply reading-comprehension fix-up skills every 3 minutes during an in-class reading


comprehension fix up skills every 3 minutes during an in class reading assignment.


Fixed-Interval Audio Fileshttp://www interventioncentral org/http://www.interventioncentral.org/free-audio-monitoring-tapes

This web page contains audio files in This web page contains audio files in MP3 format. Each ‘tape’ lasts 30 minutes. Fixed intervals on the tapes range from 10 seconds to five gminutes.



S lf M it i P k Att ti t Self-Monitoring Package: Attention to Instruction



Self-Monitoring Package: Attention to Instruction g g

• An effective method to improve student conduct and d i ti i ti i t h t d t it th i academic participation is to have students monitor their

own behaviors. In this self-monitoring intervention, students track their attention to instruction in 5 minute students track their attention to instruction in 5-minute increments, then meet with the teacher to share those monitoring results and potentially earn a daily reward g p y y(Dart, Cook, Collins, Gresham & Chenier, 2012).

www.interventioncentral.org 51Source: Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test driving interventions to increase treatment integrity and student outcomes. School Psychology Review, 41, 467-481..


Self-Monitoring Package: Attention to Instruction Preparation. In preparation for using self-monitoring, the

teacher:• identifies a time or activity of up to 60 minutes when self-

monitoring is to be used (e.g., during large-group teacher l t ) lecture ).

• develops a list of motivating rewards/incentives that the t d t h f h d if f lstudent can choose from each day if successful.

• selects a timer device for the student to use in self-monitoring (e g kitchen timer smart phone timer app) monitoring (e.g., kitchen timer, smart phone timer app).

• Introduces the student to the self-monitoring program.



Self-Monitoring Package: Attention to Instruction Procedure. During any class session or other evaluation period when

self-monitoring is in effect, these procedures are followed:1 S t U At th t t f th i th t d t i i ti d 1. Set-Up. At the start of the session, the student is given a timer and

a copy of the On-Task Self-Monitoring Sheet. 2. Self-Monitoring of Student Attention. During the self-monitoring Se o to g o Stude t tte t o u g e se o o g

phase, the student engages in the assigned academic activity. Whenever the timer signals the end of a 5-minute interval, the student finds the blank on the self monitoring form that student finds the blank on the self-monitoring form that corresponds to the time interval, writes in 'Y' [YES] if on-task or 'N' [NO] if off-task, and resets the timer if necessary.



Self-Monitoring Package: Attention to Instruction Procedure. During any class session or other evaluation period when

self-monitoring is in effect, these procedures are followed:3 H Ch k At th d f th lf it i i th 3. Honor Check. At the end of the self-monitoring session, the

student and teacher meet to compare monitoring results.• If the student is found to have been on-task for at least 80 percent e s ude s ou d o a e bee o as o a eas 80 pe ce

of the time and there is 100% agreement between teacher and student ratings, the student earns a daily reward.If th t d t f ll h t f th 80 t t k l th t h • If the student falls short of the 80 percent on-task goal, the teacher offers encouragement, advice to attain the goal in the next session.

• If the student and teacher ratings fail to agree 100% of the time, If the student and teacher ratings fail to agree 100% of the time, the teacher should clarify the behavioral definition of 'on-task' behavior for the academic task that the student was engaged in that day


that day.

55Source: Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test driving interventions to increase treatment integrity and student outcomes. School Psychology Review, 41, 467-481..


S lf M it i P k A d i Self-Monitoring Package: Academic Productivity



Academic Productivity: A Proxy Measure of AttentionMeasuring a student’s time on-task can be helpful. But some argue that a better measure is student But some argue that a better measure is student attention is academic production—the amount of work a student completes in a specific time-frame work a student completes in a specific time-frame (Maag et al., 1993). Because the student must be on-task to complete work measures of academic on-task to complete work, measures of academic production are good indicators of attention. As a bonus when productivity is measured directly bonus, when productivity is measured directly, students tend to make stronger academic progress


progress.

57Source: Maag, J. W., Reid, R., & DiGangi, S. A. (1993). Differential effects of self-monitoring attention, accuracy, and productivity. Journal of Applied Behavior Analysis, 26, 329-344.


Academic Productivity: A Proxy Measure of AttentionResearch suggests that the teacher should routinely include the student in an academic intervention plan by p yhaving that student set and self-monitor his or her own relevant academic performance goals. When students are able to set personal academic goals, take steps to meet those goals, and periodically reflect on th i t l l tt i t th b ild i t t kill their actual goal-attainment, they build important skills relating to self-regulation (Burnette et al., 2013). Self-regulated learners also can take on increasing regulated learners also can take on increasing responsibility for managing their own learning (Martin et al., 2003).


a , 003)

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Academic Academic Productivity:

A Proxy Measure of Attention

Source: Maag, J. W., Reid, R., & DiGangi, S.


g, , , , g ,A. (1993). Differential effects of self-monitoring attention, accuracy, and

productivity. Journal of Applied Behavior Analysis, 26, 329-344.


Academic Productivity:

A Proxy Measure of A Proxy Measure of Attention






Self Monitoring: Academic ProductivitySelf-Monitoring: Academic Productivity

Discuss the concept of having • Discuss the concept of having students track their academic productivityproductivity.

• Discuss how you might use this approach with your own studentsapproach with your own students.

• What problems might you foresee? How could you address them? How could you address them?

www.interventioncentral.org 63Source: Maag, J. W., Reid, R., & DiGangi, S. A. (1993). Differential effects of self-monitoring attention, accuracy, and productivity. Journal of Applied Behavior Analysis, 26, 329-344.


S lf M it i P k G l Cl Self-Monitoring Package: General Classroom Behaviors



Self-Monitoring: General Classroom BehaviorsStudent self-monitoring can be an effective means to improve general classroom conduct--especially if that p g p yintervention:

1. targets positive, replacement behaviors (i.e., behaviors intended to replace problem behaviors);

2. provides a reminder, or prompt, at the precise moment when the student needs to display the positive target behaviors;

3. requires that the student compare and evaluate his or her current behaviors against the target behaviors;

4 i t th d b t h i h th t d t


4. is strengthened by teacher praise when the student shows progress with the positive target behaviors.

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Self-Monitoring: General Classroom BehaviorsPreparation. Teacher and student meet to develop a checklist of appropriate, positive behaviors ('replacement behaviors') that the student will use as the self-monitoring tool.

A free, online application for creating student self-monitoring checklists is available at:

htt // i t ti t l /t l / lf it i


– http://www.interventioncentral.org/tools/self-monitoring-checklist-maker

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Self-Monitoring: General Classroom BehaviorsImplementation. Version 1: The student does a pre-session self-prompt and post-session self-evaluation.

• Before the self-monitoring session, that student briefly previews the positive behavior targets.

• After the session, the student reviews the checklist and notes which of the positive behavior targets he or she actually di l d displayed.

• The teacher meets briefly with the student, reviews the completed checklist (1) corrects the student if any of the completed checklist, (1) corrects the student if any of the ratings do not match the teacher's perception of observed behavior and (2) provides praise or encouragement


behavior, and (2) provides praise or encouragement.

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Self-Monitoring: General Classroom BehaviorsImplementation. Version 1: The student does a pre-session self-prompt and post-session self-evaluation.



Self-Monitoring: General Classroom Behaviors• Implementation. Version 2: The student does a pre-session

self-prompt and monitors behaviors periodically during the i I ti f thi i t ti th t h h session. In preparation for this intervention, the teacher chooses a

timing option for the student to use during the self-monitoring phase (e.g., mechanical kitchen timer, smart phone timer phase (e.g., mechanical kitchen timer, smart phone timer application set on vibrate, beep-tape).

• The teacher and student select a fixed-interval frequency (e.g., every 2 minutes; every 5 minutes).

• Before each session, the student briefly previews behavior targets. • During session, the student pauses at the end of each time-interval

to review the checklist, record positive behaviors displayed.At th d f th i th t h t b i fl ith th t d t


• At the end of the session, the teacher meets briefly with the student to review the self-monitoring results, praise or encourage.

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Self-Monitoring: General Classroom Behaviors• Implementation. Version 2: The student does a pre-session

self-prompt and monitors behaviors periodically during the isession.



Student Self-Monitoring ExampleP tiPreparation

• Mr. Franklin chooses to have his student, Ricky, monitor , y,his behavior during large-group instruction, using a 3-minute beep-tape (Whitford et al., 2013).

• He contacts the Technology Department and is loaned an inexpensive MP3 l f th t d t’ MP3 player for the student’s use.

• Mr. Franklin downloads a free MP3 audio file for self-it i ( ith 3 i t fi d i t l t ) f monitoring (with 3-minute fixed-interval tones) from

Intervention Central (www.interventioncentral.org).

www.interventioncentral.org 71Source: Whitford, D. K., Liaupsin, C. J., Umbreit, J., & Ferro, J. B. (2013). Implementation of a single comprehensive function-based intervention across multiple classrooms for a high school student. Education and Treatment of Children, 36, 147-167.


Fixed-Interval Audio Fileshttp://www interventioncentral org/http://www.interventioncentral.org/free-audio-monitoring-tapes

This web page contains audio files in This web page contains audio files in MP3 format. Each ‘tape’ lasts 30 minutes. Fixed intervals on the tapes range from 10 seconds to five gminutes.



Student Self-Monitoring ExampleRi k ’ Ch kli tRicky’s Checklist



Student Self-Monitoring ExampleT i iTraining• Mr. Franklin meets with Ricky to:Mr. Franklin meets with Ricky to:

– demonstrate how to use the MP3 player to play the self-monitoring audio tape.se o o g aud o ape

– reviews self-monitoring checklist items to ensure that Ricky understands them clearly.y y

– trains the student in use of the self-monitoring checklist (i.e., at each 3-minute tone, to rate what target on-task behaviors he displays).



Student Self-Monitoring ExampleI l t ti & F diImplementation & Fading• During large-group instruction, Mr. Franklin cues Ricky to g g g p , y

preview his self-monitoring checklist and to use the beep-tape to self-monitor his behaviors.

• Mr. Franklin reviews completed self-ratings with Ricky.• Mr. Franklin praises Ricky, both during and after lecture

sessions, for improvements in on-task behavior.• Within 2 weeks, Ricky shows marked improvement in rate of

on-task behavior during teacher lecture. • Mr. Franklin ‘fades’ the intervention by having the student

lf it i t itt tl d d hil i i


self-monitor intermittently on random days—while praising improved on-task behavior every day—then discontinues.

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Self-Monitoring Checklist Makerhttp://www.interventioncentral.org/tools/self-monitoring-checklist-maker

This free application allows teachers to create customized checklists for students to monitor checklists for students to monitor their own classroom behaviors.

Once created, checklists can be ,downloaded in PDF (Adobe Acrobat) or RTF (Microsoft Word and Google Docs) format.



Behavior Report Cards. What is an pexample of an intervention that uses Behavior Report Cards?Behavior Report Cards?



The Problem That This Tool Addresses: B h i R t C dBehavior Report Card

Most traditional methods of behavioral data collection are time-consuming to collect and difficult to juggle for a classroom teacher.

What is needed is a simple behavior-collection method that can be completed quickly and on a daily basis.



Behavior Report Card: What It Is…Behavior Report Card: What It Is…• A behavior report card is a customized rating

l t d b th t h t t i scale created by the teacher to rate various target student behaviors on a daily basis.

• If a teacher can describe and observe a student behavior, it can be tracked using a behavior report card.

• Examples of behaviors to track using a behavior p greport card include: Hyperactivity, work completion, organizational skills, and compliance


p , g , pwith teacher requests.

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Behavior Report Card MakerBehavior Report Card Maker• Helps teachers to define student problem(s) more

clearlyclearly.• Reframes student concern(s) as replacement

behaviors to increase the likelihood for success with behaviors, to increase the likelihood for success with the academic or behavioral intervention.

• Provides a fixed response format each day to increase Provides a fixed response format each day to increase the consistency of feedback about the teacher’s concern(s).( )

• Can serve as a vehicle to engage other important players (student and parent) in defining the problem(s),


monitoring progress, and implementing interventions.

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Behavior Report Card MakerMaker

www.interventioncentral.orgExample: Daily Report Card



B h i R t C d Behavior Report Card Maker

Generate teacher-created behavior rating scales for daily scales for daily behavioral assessment.


URL: http://www.interventioncentral.org/teacher-resources/behavior-rating-scales-report-card-maker


Behavior Report Card Intervention: Check In/Check Outp• Students can be motivated to improve classroom behaviors if

they have a roadmap of the teacher's behavioral expectations they have a roadmap of the teacher s behavioral expectations and incentives to work toward those behavioral goals.

• This modified version of Check-In/Check-Out (CI/CO) is a • This modified version of Check-In/Check-Out (CI/CO) is a simple behavioral intervention package designed for use during a single 30- to 90-minute classroom period.g g p

• The teacher checks in with the student to set behavioral goals at the start of the period, then checks out with the student at the close of the period to rate that student's conduct and award points or other incentives earned for attaining b h i l l( )


behavioral goal(s).

83Source: Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test driving interventions to increase treatment integrity and student outcomes. School Psychology Review, 41, 467-481.


Behavior Report Behavior Report Card Intervention:

Check In/Check OutCheck In/Check Out


Response to InterventionBehavior Report Card Intervention: Check In/Check Out

Preparation. In preparation for using CI/CO, the teacher:• selects 3 to 4 behaviors to be targeted during the intervention. • creates a Behavior Report Card (BRC) that incorporates the

3-4 target behaviors. • decides on a daily reward/incentive that the student will earn if

successful in displaying positive behaviors (e.g., 5 minutes of f ti 3 ' iti b h i i t ')free time; 3 'positive behavior points').

• sets a minimum rating on the BRC items that the student must attain to earn the selected reward/incentivemust attain to earn the selected reward/incentive.

• meets with the student to explain the intervention.

www.interventioncentral.org 86Source: Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test driving interventions to increase treatment integrity and student outcomes. School Psychology Review, 41, 467-481.


Procedure. During any class session or other evaluation period when CI/CO is in effect, the teacher follows these 3 steps:

1. Check-In. At the start of the class session, the teacher meets briefly with the student to review the behavioral goals on the Behavior Report Card and to provide encouragement on the Behavior Report Card and to provide encouragement. The teacher also prompts the student to set a behavioral goal on at least one of the target behaviors (e.g., "Today I goal on at least one of the target behaviors (e.g., Today I will not leave my seat once without permission.").

2. Monitoring/Evaluation. During the session, the teacher g g ,observes the student's behaviors. At the end of the session, the teacher rates the student's behaviors on the Behavior


Report Card. and a reward or encouragement.

87Source: Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test driving interventions to increase treatment integrity and student outcomes. School Psychology Review, 41, 467-481.


Procedure (Cont.). During any class session or other evaluation period when CI/CO is in effect, the teacher follows these 3 tsteps:

3 Ch k O t At th d f th l i th t h 3. Check-Out. At the end of the class session, the teacher again meets briefly with the student. The student reports out on whether he or she was able to attain the behavioral on whether he or she was able to attain the behavioral goal(s) discussed at check-in. The teacher then shares the BRC ratings and gives praise and a reward or g g pencouragement.

www.interventioncentral.org 88Source: Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test driving interventions to increase treatment integrity and student outcomes. School Psychology Review, 41, 467-481.


Consequences for Behaviors. What is an example of a strategy that follows p gya behavior that can help the student to gain control of that behavior? gain control of that behavior?



Active Response Beads-Time Outp(Grskovic et al., 2004)



Active Response Beads-Time Out: Active Response Beads Time Out:

A ti R B d Ti O t (ARB TO) i • Active-Response Beads-Time Out (ARB-TO) is an intervention to replace in-class time-out that is easy to use It promotes students' use of calm down strategies use. It promotes students use of calm-down strategies when upset, enhances behavioral self-management skills, and minimizes exclusion from academic activities. ,

www.interventioncentral.org 91Source: Grskovic, J. A., Hall, A. M. Montgomery D. J., Vargas, A. U., Zentall, S. S., & Belfiore, P. J. (2004). Reducing time-out assignments for students with emotional/behavioral disorders in a self-contained classroom. Journal of Behavioral Education, 13(1), 25-36..


Active Response Beads-Time Out: Active Response Beads Time Out: Preparation. The teacher makes a sufficient number of sets of Active Response Beads (ARBs) to use in this intervention-of Active Response Beads (ARBs) to use in this intervention-depending on whether the strategy is to be used with one student, a small group, or the entire class.g pThe materials needed to create a single Active Response Bead set are:– ten 3/4-inch/1.9-cm beads with

hole drilled through middle– A 38-cm/15-inch length of cord

To make a set of Active Response Beads, the teacher strings th 10 b d th d d ti k t t h d


the 10 beads on the cord and ties a knot at each end.

92Source: Grskovic, J. A., Hall, A. M. Montgomery D. J., Vargas, A. U., Zentall, S. S., & Belfiore, P. J. (2004). Reducing time-out assignments for students with emotional/behavioral disorders in a self-contained classroom. Journal of Behavioral Education, 13(1), 25-36..


Active Response Beads-Time Out: Active Response Beads Time Out: Procedure. The ARB-TO can be used whenever the student displays defiant non-compliant acting-out or escalating displays defiant, non compliant, acting out, or escalating behaviors (e.g., refuses to engage in classwork, leaves seat without permission, talks out, makes rude or inappropriate p pp pcomments or gestures, or engages in less-serious acts of aggression or property destruction).

NOTE: Educators should be aware that the teacher's role in providing prompts, feedback, and praise to the student throughout the ARB steps is crucial to the intervention's success


success.

93Source: Grskovic, J. A., Hall, A. M. Montgomery D. J., Vargas, A. U., Zentall, S. S., & Belfiore, P. J. (2004). Reducing time-out assignments for students with emotional/behavioral disorders in a self-contained classroom. Journal of Behavioral Education, 13(1), 25-36..


Active Response Beads-Time Out: 4 Steps



Active Response Beads-Time Out: Active Response Beads Time Out: Adaption. Replace Beads With 'Desk Dots'. A low-key adaptation of the ARB-TO is the substitution for the beads of adaptation of the ARB TO is the substitution for the beads of a series of 10 dots numbered in descending order printed on a slip of paper and affixed to the student's desk. The student p p pis then trained, when directed by the teacher, to apply the ARB-TO count-down/calm-down procedure using dots.



Teacher Tools. What are free tools that can help teachers to manage that can help teachers to manage classroom behaviors and promote student success?



B h i R t C d Behavior Report Card Maker

Generate teacher-created behavior rating scales for daily scales for daily behavioral assessment.


URL: http://www.interventioncentral.org/teacher-resources/behavior-rating-scales-report-card-maker


Behavior Behavior Report Card: Card:

Example



Intervention Planner for Behaviorhttp://www.interventioncentral.org/teacher-resources/behavior-intervention-plan

This application presents a range of intervention strategies to address behavior Some of the strategies behavior. Some of the strategies target student motivation.



Jackpot! Reward Finderhtt // i t ti t l /http://www.interventioncentral.org/teacher-resources/student-rewards-finder

The Jackpot Reward Finder is a collection of ideas for classroom rewards for both elementary and rewards for both elementary and secondary levels. Teachers can put together their own individualized menus of rewards and even create reinforcer/reward surveys to review with students.



AccommodationFinderhttp://www.interventioncentral.org/teacher resources/learning disabilityteacher-resources/learning-disability-accommodations-finder

This application allows the user to This application allows the user to browse a set of 60+ classroom accommodations to put together a unique plan for a struggling learner. q p gg g



De-escalating the Agitated Student. How should teachers respond to How should teachers respond to students who are emotionally upset to prevent their escalation?



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Cowin, L, Davies, R., Estall, G., Berlin, T., Fitzgerald, M., & Hoot,

S (2003) De-escalating aggression and violence in the mental S. (2003). De escalating aggression and violence in the mental health setting. International Journal of Mental Health Nursing, 12, 64-73.

• Fishkind, A. (2002). Calming agitation with words, not drugs: 10 commandments for safety. Current Psychiatry, 1(4), 32-39.Available at: http://www.currentpsychiatry.com/pdf/0104/0104_Fishkind.pdf

• Richmond, J. S., Berlin, J. S., Fishkind, A. B., Holloman, G. H., Z ll S L Wil M P Rif i M A & N A T (2012) Zeller, S. L., Wilson, M. P., Rifai, M. A., & Ng, A. T. (2012). Verbal de-escalation of the agitated patient: Consensus statement of the American Association for Emergency Psychiatry


Project BETA de-escalation workgroup. Western Journal of Emergency Medicine, 13(1), 17-25.

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How to: Calm the Agitated StudentHow to: Calm the Agitated StudentCAUTION: The guidelines presented here are for use with a student whose agitated behavior is largely verbal with a student whose agitated behavior is largely verbal, shows no signs of escalating beyond that point, and does not present as potentially physically aggressive or does not present as potentially physically aggressive or violent. Educators who suspect that a student may present a safety risk to self or others should immediately seek additional assistance.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Create a 'safe' setting. An educator attempting to calm

an agitated student cannot always select the setting in an agitated student cannot always select the setting in which that interaction plays out. When a student outburst occurs in the classroom, however, the educator outburst occurs in the classroom, however, the educator should attempt to engage the student in a semi-private conversation (e.g., off to the side of the room) rather than having an exchange in front of classmates. As part of the protocol for conducting a de-escalation

f d lt h ld l th t th conference, adults should also ensure that they are never left alone with agitated students.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Limit the number of adults involved. Having too many

educators (e g teacher and a teaching assistant) educators (e.g., teacher and a teaching assistant) participating in a de-escalation conference can be counter-productive because of possible confusion and counter productive because of possible confusion and communication of mixed messages to the agitated student. If more than one adult is available in the instructional setting, select the one with the most experience with de-escalation techniques to engage the t d t t hil th dditi l d t ( ) student one-to-one, while the additional educator(s)

continue to support the instruction or behavior management of other students


management of other students.

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How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Provide adequate personal space. Stand at least 2

arm's length of distance away from the agitated student arm s length of distance away from the agitated student. If the student tells you to 'back off' or 'get away', provide the student with additional space.the student with additional space.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Do not block escape routes. When individuals are

agitated they are more likely to experience a 'fight oragitated, they are more likely to experience a fight-or-flight' response that can express itself in the need to have escape routes available. When engaging a have escape routes available. When engaging a student in a de-escalation conference, do not position yourself between the student and the door. If the student says, "Get out of my way", step back to give that student additional personal space and reposition

lf t f hi h t ti l thyourself out of his or her potential escape path.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Show open, accepting body language. Convey through

stance and body language that you are calm and stance and body language that you are calm and accepting of the student--and will treat that student respectfully and maintain his or her safety. Stand at an respectfully and maintain his or her safety. Stand at an angle rather than facing the student directly in a 'confrontational' pose. Keep hands open and visible to the student. Stand comfortably, with knees slightly bent. Avoid 'clenched' body language such as crossing arms

b lli h d i t fi tor balling hands into fists.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Keep verbal interactions respectful. It is natural for

educators to experience feelings of defensiveness educators to experience feelings of defensiveness, embarrassment, anxiety, or irritation when attempting to talk down a student from an emotional outburst. talk down a student from an emotional outburst. However, you should strive to appear calm and to treat the student respectfully at all times. Avoid use of teasing, reprimands, or other negative comments and abstain as well from sarcasm or an angry tone of voice.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Communicate using simple, direct language. When

people are emotionally upset they may not process people are emotionally upset, they may not process language quickly or with complete accuracy. In talking with the student, keep your vocabulary simple and your with the student, keep your vocabulary simple and your sentences brief. Be sure to allow sufficient time for the student to think about and respond to each statement before continuing. In particular, if the student does not respond to a statement, avoid falling into the trap of

i t i kl th t th t d t i i l 'i i assuming too quickly that the student is simply 'ignoring you". Instead, calmly repeat yourself--several times if necessary


necessary.

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How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Coach the student to take responsibility for moderating

behavior At the point in an encounter with an agitated behavior. At the point in an encounter with an agitated student when you feel that you have established rapport, you can use a positive, assertive tone to rapport, you can use a positive, assertive tone to prompt the student to take responsibility for controlling his or her own behavior (e.g., "John, it is hard for me to follow what you are saying when you raise your voice and pace around the room. If you sit down and calmly

l i h t th bl i I thi k th t I h l ")explain what the problem is, I think that I can help.").



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Reassure the student and frame an outcome goal. You

can often help to defuse the student's agitation by can often help to defuse the student s agitation by reassuring the student (e.g., "You're not in trouble. This is your chance to give me your side of the story") and is your chance to give me your side of the story ) and stating an outcome goal ("Let's figure out how to take care of this situation in a positive way" ; "I want to understand why you are upset so that I can know how to respond"). Also, if you do not know the agitated t d t h hi i t d lf student whom you are approaching, introduce yourself

and state both your name and position.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Identify the student's wants and feelings. Use

communication tools such as active listening (e g "Let communication tools such as active listening (e.g., Let me repeat back to you what I thought I heard you say ...."), open-ended questions (e.g., "What do you need .... ), open ended questions (e.g., What do you need right now to be able to calm yourself?"), and labeling of emotions ("Rick, you look angry. Tell me what is bothering you") to better understand how the student feels and what may be driving the current emotional

tb toutburst.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Identify points of agreement. Here are suggestions for

finding authentic common ground with the student in finding authentic common ground with the student in response to different situations.

1 Agreement with student's account: If you essentially 1. Agreement with student s account: If you essentially agree with the student's account of (and/or emotional reaction to) the situation, you can say so (e.g., "I can ) , y y ( g ,understand why you were upset when you lost your book on the field trip. I would be upset too.")



How to: Calm the Agitated StudentHow to: Calm the Agitated StudentIdentify points of agreement (Cont.)

2 A t ith i i l d i li d b 2. Agreement with a principle expressed or implied by the student: If you are unsure of the objectivity of the student's account you might still discern within it a student s account, you might still discern within it a principle that you can support (e.g., If the student claims to have been disrespected by a hall monitor, p y ,you can say, "I think everybody has the right to feel respected."




3 A t ith th t i lit f th t d t 3. Agreement with the typicality of the student response: If you decide that the student's emotional response would likely be shared by a substantial number of would likely be shared by a substantial number of peers, you can state that observation (e.g., "So I gather that you were pretty frustrated when you g y p y ylearned that you are no longer sports-eligible because of your report card grades. I am sure that there are other students here who feel the same way."




4 A t t di If t fi d i t 4. Agreement to disagree: If you cannot find a point on which you can agree with the student or validate an aspect of his or her viewpoint you should simply state aspect of his or her viewpoint, you should simply state that you and the student agree to disagree.



Finding Rewards That Motivate. How can teachers rapidly find rewards How can teachers rapidly find rewards that will motivate students?



Tutorial: How to Conduct a Reinforcer Survey Cto Create a ‘Reward Menu’

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 ‘reinforcerdeck’ that the teacher can reusedeck that the teacher can reuse.

2 The teacher meets with the student individually to review 2. The teacher meets with the student individually to review 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 reinforcercards 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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Tutorial: How to Conduct a Reinforcer Survey Cto Create a ‘Reward Menu’

3. Whenever the student meets teacher-established criteria to earn a reward, that student selects one from the reinforce menuthe reinforce menu.

4 If the reward menu appears to be losing its reinforcing 4. If the reward menu appears to be losing its reinforcing power, the teacher can repeat the steps above with the student to update and refresh the reward menu.p



Jackpot! Reward Finderhtt // i t ti t l /http://www.interventioncentral.org/tools/jackpot-reward-finder

The Jackpot Reward Finder is a The Jackpot Reward Finder is a collection of ideas for classroom rewards for both elementary and secondary levels. Teachers can put secondary levels. Teachers can put together their own individualized menus of rewards and even create reinforcer/reward surveys to review ywith students.


Response to InterventionRecommendations: Calming the Agitated Student1 Create a safe setting

Activity: Calming the Agitated Student

1. Create a safe setting.2. Limit the number of adults involved.3. Provide adequate personal space.Agitated Student

• Review suggestions for calming the student

3 o de adequate pe so a space4. Do not block escape routes.5. Show open, accepting body language.g

who is emotionally upset.

6. Keep verbal interactions respectful.7. Communicate using simple, direct language.

• How can you or your school use this checklist to help adults

8. Coach the student to take responsibility for moderating his or her own behavior.

9 Reassure the student and frame an outcome checklist to help adults who deal with ‘volatile’ students?

9. Reassure the student and frame an outcome goal.

10. Identify the student’s wants and feelings.


11. Identify points of agreement.

Strong Behavior Management in Grades 3-12

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Transcript of Strong Behavior Management in Grades 3-12