Behavior Strategies Resources
The flowchart is a general guideline for addressing behavior issues.
Classroom VS Office Handled Behaviors
Many of the routine disruptive behaviors can and should be handled at the classroom level. It is during these moments that you begin to develop that trusting relationship with your students and identify that you are there to help them through these times and not just to hand them off to someone else to deal with.
Other times a behavior calls for an immediate referral to Intensive Intervention. This list makes an attempt to categorize the behaviors somewhat.
Many times a situation is just not able to be defined absolutely as one or the other - office or classroom handled. There are degrees of intensity that need to be taken into consideration, as well as, your understanding of the intent of the student before immediately designated a behavior as one of the other.
Many of the routine disruptive behaviors can and should be handled at the classroom level. It is during these moments that you begin to develop that trusting relationship with your students and identify that you are there to help them through these times and not just to hand them off to someone else to deal with.
Other times a behavior calls for an immediate referral to Intensive Intervention. This list makes an attempt to categorize the behaviors somewhat.
Many times a situation is just not able to be defined absolutely as one or the other - office or classroom handled. There are degrees of intensity that need to be taken into consideration, as well as, your understanding of the intent of the student before immediately designated a behavior as one of the other.
Teacher Tools: Behavior strategies to try before issuing an II (Office Referral) You will come to learn best occasions for each and develop some of your own!
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Planned ignoring
Behaviors that are exhibited for the purpose of seeking attention and do not spread or interfere with safety or group functioning are most effectively extinguished through planned ignoring. This technique should never be used with aggressive behaviors. The class may need to be taught to do this as well. Peer attention can be even more powerful than adult attention for some students. Signal interference If a student is calm enough to respond, has a positive relationship with the teacher, and is free from uncontrollable pathological impulses, a nonverbal signal may be all that is necessary to assist him or her in regaining focus. Proximity and touch control Moving closer to a student in distress or placing a hand on the shoulder can be effective in showing support in a nonthreatening way. When using this technique, refrain from pointing out inappropriate behavior. Comment positively on any move toward compliance. Interest boosting Change the tempo or activity, comment on the student's work, or inquire about a known interest related to the assignment if a student shows signs of restlessness. Do this before off-task behavior occurs. Hypodermic affection Express genuine affection for, or appreciation of, a student to assist the student in regaining self-control. Antiseptic bouncing Remove a student from a distressing situation before inappropriate behaviors occur. Be careful not to inadvertently reward a student who is instigating a problem. Support from routine Schedules and routines are often overlooked by adults when considering behavior management interventions. Knowing what to do and when to do it provides structure, security, and predictability in the lives of students who may not experience such support in other areas of their lives. |
Easing tension through humor
Humor can often stop undesirable behavior if it is used in a timely and positive manner. Sarcasm, cynicism, and aggression are not appropriate uses of humor. Hurdle help Before a student begins to act out, assist the student with a difficult section of an assignment or task. Regrouping Change the seating arrangement or the small-group assignments of students to avoid specific problems. Do this in a nonpunitive and, if possible, undetectable way. Restructuring If an activity is not successful, change it as quickly as possible. It is important to always have a backup plan. Sometimes it is best to move from an interactive game to something like Bingo that requires no interaction. This can be done smoothly and nonpunitively when a group is becoming overstimulated. At other times, offering a choice might be more effective. Students could choose to cover information orally through discussion, or copy notes from an overhead, for example. Direct appeal If a student or group has a positive relationship with the teacher, it is sometimes effective just to ask that a behavior stop due to the problems that it is creating. No consequence or reward is intended or implied. This is a simple, straightforward request from one person to another. Limiting space and tools Rather than taking away items that distract or create potential harm after a student is engaged with them, keep them out of sight and reach from the beginning. This is especially important when tantrums might escalate to unnecessarily dangerous or reinforcing proportions, if too many items are available for throwing and breaking. |
PBIS World is an awesome website that breaks down interventions by behavior and then walks you step-by-step through the strategies.
It also has several types of data tracking forms for downloading.
It also has several types of data tracking forms for downloading.
At this website you will find both Academic and Behavior Interventions Resources. Create, save and print all sorts of Checklists and Plans. Here is an example of a "Student Reward Checklists" to use with your students that was created at this website.
Here is an example of a Student Reward Checklist created at this website.
| student_rewards.pdf |
Here is an example of a Behavior Plan created at this website.
| behavior_plan.pdf |
This website is filled with free downloadable Behavior Charts, Reward Contracts, Reward Bucks & Coupons, and much more!
Motivating the Unmotivated Student
| motivating_the_unmotivated_student.pptx |