FUNCTIONAL ASSESSMENT OF BEHAVIOR (FAB)ebdprogram.dadeschools.net/pdfs/FAB_Intervention_Guide.pdfThe...

Functional Assessment

of Behavior Intervention Guide

Miami-Dade County Public Schools

Office of Exceptional Student Education

and Student/Career Services

Division of Psychological Services

August 2003

THE SCHOOL BOARD OF

MIAMI-DADE COUNTY PUBLIC SCHOOLS

Dr. Michael M. Krop, Chair Dr. Robert B. Ingram, Vice Chair

Agustin Barrera Frank J. Bolaños

Frank J. Cobo Perla Tabares Hantman

Betsy H. Kaplan Dr. Marta Pérez

Dr. Solomon C. Stinson

Superintendent of Schools Merrett R. Stierheim

Ms. Mercedes Toural

Chief Education Officer and

Deputy Superintendent of Schools

Mr. Ronald K. Felton Associate Superintendent, Management Operations

Ms. Brucie Ball

Assistant Superintendent, Office of Exceptional Student Education and Student/Career Services

Mr. Joseph L. Jackson

Executive Director Division of Psychological Services

Table of Contents

Introduction and Acknowledgements

1

Section I: Interventions and General Descriptions 2 Separated by Intervention Class

Proactive Interventions 2

Educative Interventions 5

Functional Interventions 9

Section II: Interventions Separated by Function 12 with Specific Descriptions

To Get Attention From Peers 12

To Get Attention From Adults 14

To Get a Preferred Activity or Item 16

To Get Sensory Feedback 18

Escape Tasks 20

Escape Adults 24

Escape Peers 27

Escape Personal/Emotional States 30

Escape Physical Sensations 34

Introduction & Instructions This guide is to be used in conjunction with the new FAB Behavior Intervention Plan (BIP) and is intended to elaborate on the intervention selections available in check-off form. The first section of this guide will provide general instructions, examples, and/or resources available for each of the Proactive, Educative, and Functional intervention selections listed on the BIP. When filling out the intervention section of the BIP, remember that it is not sufficient to only check off intervention selections. Details of the intervention selections must be provided in the “Conference Notes” section of the BIP. In the second section of this guide, interventions are separated by function. Thus, for every possible function (i.e. to get attention from peers), there are suggested interventions at each of the three intervention levels (proactive, educative, and functional). Intervention suggestions are accompanied by specific ideas regarding how it relates to that particular function. Each function has its own page so that the team can simply photocopy the appropriate page and circle which interventions will be used. The photocopied page can then be attached to the BIP.

Acknowledgements

The Functional Assessment of Behavior (FAB) Intervention Guide is a product of the Miami-Dade County Public Schools Office of Exceptional Student Education and Student/Career Services. The behavioral interventions provided in this guide were developed by staff from the Divisions of Psychological Services and Exceptional Student Education, using “Functional Assessment and Program Development for Problem Behavior: A Practical Handbook”, second edition, by O’Neill, Horner, Albin, Sprague, Storey, and Newton, 1997, Brooks/Cole Publishing Company as a primary resource. A special thank you is owed to the following individuals who have dedicated the time and effort necessary to make the FAB Intervention Guide a reality: Ms. Christi Maristany, School Psychologist, Psychological Services; Dr. Stephanie Rahill, School Psychologist, Psychological Services Ms. Jill Brookner, Instructional Supervisor, Division of ESE Dr. Ann Marie Sasseville, Chairperson, SED Programs Ms. Pamela Perez, Educational Specialist, Division of ESE Ms. Elle Fruchtman, Division Secretary, Psychological Services Mr. Joseph L. Jackson Executive Director Division of Psychological Services Ms. Robin Morrison Instructional Supervisor Division of Exceptional Student Education

SECTION I: INTERVENTIONS AND GENERAL DESCRIPTIONS SEPERATED BY INTERVENTION CLASS

Proactive Interventions:

These interventions involve making simple environmental adjustments/ adaptations in order to help make the problem behavior unnecessary.

1. Preferential Seating: This involves changing the seating arrangement for a student in order to address his/her specific needs. Possible examples may include:

The student sits in close proximity to the teacher for hearing, vision, and/or attentional concerns.

The student is moved away from negative peer influences and near more positive peer influences.

2. Encourage Positive Peer Connections: This involves providing

opportunities for students to be in contact with positive peer role models. The student can be seated in close proximity and/or placed in work

groups with peer role models. Such positive peer connections should be reinforced by the teacher and/or any other adult involved with the student.

3. Contract for Grades: This involves establishing a written contract for

grades with a student. The teacher and student formerly agree that for each “reading test”

grade above a “C”, the student will receive 10 additional minutes of computer lab time. The agreement is written in contract form and signed by both teacher and student.

4. Daily/Weekly Progress Reports: This involves arranging a system for

documenting the student’s behavioral progress on a daily/weekly basis. Subjectively, the teacher may write a brief note at the end of the

day/week to describe the student’s overall behavior. Objectively, the teacher develops specific behavior objectives and a

form that can be checked-off daily/weekly to show that behavior objectives are met.

5. Parent-Teacher Communication System: This involves establishing a set

time and method for communication between parent and teacher regarding the student’s behavior and progress. Methods for communication might include phone contact, face to face

meeting, e-mail, or note/letter correspondence.

6. Monitoring/Redirection: This involves establishing a system for monitoring a student during tasks. checking on a student at 10 minute intervals and/or providing

redirection when needed eye contact, proximity, giving or taking of chips, etc.

7. Personal Connection with Student: This involves establishing set times

and methods for providing special attention for a student. A teacher makes it a point to check in with a student each morning in

order to find out how his/her homework was the evening before.

8. Choice Making: This involves allowing students to have some degree of control over their school activities. The teacher allows student to chose sequence of activities (e.g.,

reading activity first and writing activity second), mode of presentation (i.e. oral, written, demonstration, etc.), learning materials (e.g., pencil/paper, manipulatives, computer use, etc.), and/or reinforcers (e.g., tangibles, public attention, access to activity, etc.).

9. Curriculum Adjustments: This involves making adjustments in the

student’s curriculum to better fit their abilities/needs. Tasks that are too easy may be modified by adding more abstract

questions or essays and tasks that are too difficult can be modified by making questions more concrete or providing specific instructions or examples.

A student who works slowly/methodically may become frustrated with lengthy assignments so the teacher may want to shorten tasks or break up into smaller segments.

10. Participation in Extra Curricular Activities: Identify and encourage

student to become involved in extra curricular activities such as sports, art club, music club, etc. The activity should match the individual student’s interests and skills.

11. Provide Additional Guidance/Extend Instructions: This involves

providing the student with more specific and/or modified instructions, prior to the assignment, in order to assist in general comprehension. The teacher may provide additional/individual verbal instructions,

written instructions, pictorial instructions, visual guides, completed model of task, etc.

12. Student Follow-up: This involves establishing a system for a “check-in” time during an assignment to ensure that the student fully understands a specific task or request. The teacher and student may have an agreement specifying that 10

minutes after the start of a given assignment/test or request the teacher will verbally confirm the student understands. If the student is in need of further instruction, the teacher will provide it.

13. Schedule Adjustment: This intervention suggests that a student’s

behavior may be modified by simply adjusting the daily schedule and/or changing a teacher. It is possible that a student tends to focus best in the early morning

yet all academic classes are scheduled after lunch. In such a case, it would be advantageous for the student’s schedule to be adjusted so that academic classes would take place during the morning hours.

There may be a personality/ work style “mismatch” between teacher and student. Changing a student’s teacher can make a significant difference.

14. Peer Mentor/Tutor Opportunity: This intervention involves allowing a

student to serve as a peer mentor/tutor. This can be effective even when the student him/herself is experiencing difficulties in a given skill area. The student can mentor/tutor someone in a lower grade or work

group. This can be excellent for improving self-concept, as well as reinforcing skills in an area of difficulty for the student.

15. Increase Frequency of Task Related Recognition: This involves

providing specific and consistent recognition and reinforcement for a student’s on-task behavior. In lieu of simply expecting that a student engage in task related

behavior, the teacher will provide reinforcement (verbal, nonverbal, tangible) for a student that is properly engaged in the classroom task.

16. Provide Quiet Time/Space: This intervention provides that a specific time

and/or space be established for quiet or “cool down” purposes. If a student becomes easily frustrated during certain academic tasks,

then a quiet area of the classroom can be established as a personal space for that student to go if necessary.

17. Identify Appropriate Settings for Behavior(s): This intervention

suggests that inappropriate behaviors can be appropriate if demonstrated in a suitable setting. If a student is constantly singing out loud during class time and

causing a disruption, identify or create more appropriate settings for

such behavior (i.e. music class, join the chorus, or provide a specific time during class for student’s to show off their “talent”).

18. Visual Schedule: This intervention is beneficial for students in need of a

structured organizational system, either pictorial or written. The schedule is designed to assist the student as he/she progresses

through the activities and tasks of the day (i.e. morning bell rings – first class, reading – second class, art – etc…).

It can also be used to break down a specific task (i.e. open notebook – go to math section – do practice questions 1 through 7 – remove paper from notebook – put paper on teacher’s desk).

19. Environmental Changes: This intervention involves making various

changes in the environment to accommodate the sensory needs of a student. Some examples of this are changing the lighting, re-arranging

furniture, or adjusting sound sources.

Educative Interventions:

These interventions involve teaching behaviors and/or skills needed to replace problem behaviors.

1. Teach Rules/Expectations: This intervention involves establishing a structured system for teaching a student rules and expectations prior to a task/request. Such a system may be verbal, written, or pictorial. Verbal: scheduling five minutes prior to an assignment to review rules

and expectations Written: provide the student with written rules and expectations for a

given task Pictorial: teacher can use picture cards to nonverbally teach/remind

students of various rules/expectations

2. Student Repeats Rules/Expectations Prior to Transitions: Establish a system in which a student verbally, or in written form, repeats rules/expectations prior to a transition. Teachers and student have an agreement specifying that before each

class change the student verbally reviews the rules and expectations.

3. Monitoring Checklist: Teacher creates a checklist for appropriate behaviors, which is available for review by both teacher and student. The checklist may be as simple as identifying 3-5 appropriate

behaviors, the five days of the school week, and spaces to check-off when those behaviors are demonstrated. The checklist must be

consistently monitored by both teacher and student so that progress can be followed.

4. Teach/Model Communication/Social Skills: This intervention involves

teaching a student appropriate methods of communication. Students who do not possess effective communication/social skills will often vent their school related frustrations in disruptive and inappropriate ways. A student experiencing difficulty in mathematics may attempt to avoid

such work by acting out in the classroom. The concept is to teach the student appropriate ways of expressing their frustrations. The teacher develops a script with the student that addresses his/her specific needs.

The following is an example of such a script: when the student is having academic difficulty and feeling frustrated, he/she will signal the teacher either verbally or with a predetermined nonverbal sign (i.e. hand raise). The teacher will subsequently respond to the student in order to find out if he/she needs extra instruction, assistance with assignment, or a break from work. Extra instruction and assignment assistance can be delivered by the teacher or by an appointed peer tutor. The break may be as simple as a five minute water or bathroom break. As part of the script, the student agrees to resume appropriate work after his/her needs have been met.

In order to ensure optimal effectiveness of this intervention, the teacher should provide the script in written form to the student and possibly attach it to his/her desk.

5. Practice Communication and Social Skills: After teaching appropriate

communication and/or social skills techniques, the teacher may want to provide specific opportunities for the student to demonstrate such skills in the classroom. The teacher may need to establish a verbal or nonverbal prompt with

the student (i.e. “now is a good time to use your skills” or tap the student on the shoulder).

6. Teach Coping Skills: This intervention involves teaching a student

appropriate ways to cope/deal with frustration, anger, embarrassment, etc. When students do not have a repertoire of appropriate strategies to deal with adverse situations, problem behavior can often be the result. The teacher can teach the student methods such as asking for a time-

out or break, relaxation/breathing exercises, five minutes to vent feelings privately with teacher/peer, or engaging in an enjoyable activity (i.e. computer, art, etc.). Suggestions for appropriate coping skills can be written and attached to the student’s desk as a reminder.

7. Teach Positive Self-Talk: Students who do not believe they are capable in various academic and/or social situations may become increasingly unmotivated to work, withdrawn, or even disruptive in order to avoid uncomfortable scenarios. The teacher and/or school counselor can teach the student a

repertoire of positive statements such as “I am capable of doing my work”, “I can make friends in my class”, or “If I study my spelling words every day, I will get a good grade on my spelling test”.

The student is taught to repeat such statements as frustrations increase in adverse situations.

The teacher/counselor may need to provide verbal/nonverbal prompts in order for the student to initiate in the self talk procedures (i.e. “what do you need to tell yourself” or a hand signal).

8. Remediation in Specific Academic Areas: Students with academic

deficits may engage in problem behavior as a way to avoid difficult tasks. Implementing classroom academic interventions for remediation should reduce the need to avoid such tasks. In order to select appropriate academic interventions, refer to the School Support Team (if applicable), Child Study Team, or the Reading Intervention Strategies and the Math Intervention Manual.

9. Task Analysis: This intervention involves breaking down and making

concrete difficult tasks to ensure more success. The teacher can teach a student how to break down a task into more simplistic parts. A student who has difficulty compiling a three sentence paragraph

may perform better when the task is broken down into small steps. First, teach him/her to identify and write down the theme of the paragraph, then create three categories (introduction, main idea, and conclusion), next brainstorm what ideas should go under each category, and finally the student can compile the paragraph based on the information gathered during previous steps.

10. Use of Personal Interests for Motivation: This intervention involves

incorporating student interests into a given task or activity. The concept is that if a student finds a task/activity enjoyable or interesting, he/she is more likely to stay engaged for a longer period of time. A student who has difficulty staying on task during independent

reading assignments will likely become more motivated to complete the assignment if the topic is of his/her choosing. (i.e. if the student likes fishing, the reading assignment can be related).

11. Teach Alternative Behaviors for Sensory Feedback: A student that

engages in a certain behavior for the sole purpose of sensory feedback may

be able to learn an alternate (less distracting) behavior to serve the same purpose. A student that taps his/her pencil on the desk repetitively can squeeze

a stress ball instead.

12. Teach Anger Management/Problem Solving Skills: Students who experience difficulty controlling emotions and/or lack sufficient problem solving skills are likely to engage in inappropriate/disruptive behavior when “pushed to the emotional limit” and/or frustrated. There are several existing methods to teach anger management and problem solving skills, and the school counselor and/or school psychologist are excellent resources for such methods. Some of the following resources may be available at the school site:

Project Ride (Aggression Replacement Behavior and Skill Streaming), Pre-Referral Intervention Manual & Pre-referral Checklist (Interpersonal Relationships, Inappropriate Behavior, Rules and Expectations), and Beyond Maladies and Remedies (Managing Problematic Behavior).

13. Teach Behavioral Self-Control (BSC): Students who are impulsive

and/or lack self-control on a consistent basis will likely benefit from a highly structured plan that addresses self-evaluation, self-management, self-instruction, and self-reinforcement. When a student is engaged in inappropriate/problem behavior, the

following teacher prompts and student responses should take place:

Teacher asks: Student responds: “What are you doing?” “I am …..” “What do you need to be doing?” “I need to …..” “What are you going to do now?” “I have to …..” “Let me know when you finish.” “I did …..”

14. Social Stories/Comic Book Conversations: This intervention is appropriate for students in need of understanding the social context of various social situations (i.e. standing in line or taking turns). A social story or comic book conversation is written specifically for the

student and the situation (i.e. Johnny waits for his turn) and must be visually provided for the student.

The purpose is to lessen the stress of certain social situations for students who may be lacking in social skills and awareness.

School counselors, school psychologists, and autism support teachers are excellent resources for creating social stories.

Functional Interventions: Interventions that establish how consequences will be managed to ensure the student

receives reinforcers for positive, not problem behavior.

1. Use Preferred Activities as Reinforcement: When a student engages in appropriate behavior, he/she can be rewarded by providing access to a preferred activity (i.e. computer time, art, listening to music, etc.). The teacher must clearly identify what the preferred activity is, make

sure that the identified activity is truly rewarding for the student, establish under what circumstances the preferred activity will be awarded (i.e. after appropriate behavior has been demonstrated three times), and for how long student will be allowed to engage in the preferred activity.

2. Personally Greet the Student upon Arrival to Class: Students who

thrive on attention may respond well to this intervention, which simply involves establishing a system for spending a personal moment with the student before class. The teacher may want to ask: “How are you today?”, “What did you

do yesterday after school?”, and “How is your family?”, etc.

3. Spend Individual Time with Student: When a student engages in appropriate behavior, he/she can be rewarded by arranging a specific time for teacher and student to spend time together. It is necessary to be specific when designing this intervention. When the student demonstrates appropriate behavior during morning

classroom activities, he/she will be allowed to eat lunch with the teacher.

4. Increase Frequency of Positive Reinforcement: If reinforcement does

not occur on a frequent basis, negative/problem behaviors may start to reoccur or increase as a result. In such a case it may be necessary to simply increase the frequency of when reinforcers are delivered. A student, who is receiving access to the computer lab for the last half

hour of the school day in exchange for demonstrating use of problem solving skills, continues to display episodes of inappropriate behavior. The teacher can increase the frequency of positive reinforcement by allowing two or three opportunities scattered throughout the day to have access to the computer.

5. Use of Tangible/Non-tangible Rewards: Tangible and/or non-tangible

reinforcers can be used to immediately reward a student for engaging in positive behavior or good performance. It is imperative that the selected

tangible/non-tangible reward is really effective for the student in question, and it must be delivered on a consistent basis. Tangible: food, stickers, toys, etc. Non-tangible: verbal praise, public posting of class work, etc.

6. Develop a Written Behavior Contract: Use of a behavior contract with

points, check-offs, signatures, or some other indication for positive behavior can be a powerful self-reinforcement tool. Allow the student to take possession of the contract and track his/her own progress.

7. Assign Classroom Responsibilities for Student Recognition: Allow

student to participate in classroom-related responsibilities (i.e. line leader, clean-up after art projects, message delivery person, etc.) in exchange for positive behavior.

8. Chart and Review Daily Student Successes: Teacher can create a

simple chart listing the targeted behavior(s) and spaces for check-offs for compliance. The chart can be posted on the student’s desk and the teacher will check-off every time the behavior(s) are demonstrated. At the end of each day, teacher and student can review the chart.

9. Recognize Small Steps Approximating the Desired Behavior: When a

targeted positive behavior is complex or involves several steps, it may be necessary to reinforce the student for demonstrating smaller approximations or steps of the desired behavior. Once targeted positive behaviors have been broken down into steps and taught to the student, reinforce the student for each approximation of the behavior.

10. Ignore Undesirable Behavior(s): Instead of, or in addition to, reinforcing

positive behavior(s), the teacher can ignore undesirable behavior(s). Any time the student engages in an undesirable behavior, the teacher systematically and consistently ignores the student until the behavior ceases.

11. Reward Competing Behaviors: The concept behind competing behaviors

is that a student can not engage in two “competing” behaviors at the same time. Identify a competing behavior for the problem behavior (i.e. reading aloud and making inappropriate noises) and reward the student each time he/she engages in the competing behavior.

12. Student Self-Monitoring of Progress: Allow the student to monitor

his/her own progress. The student can have possession of a progress report and/or behavior

contract so that he/she can track their own improvement.

Allow a student to plot their own frequency data on graph paper. The general idea of this intervention is for the student to become reinforced by his/her own progress.

13. Acknowledge Use of Replacement Behaviors: Reward students for

engaging in established replacement behaviors. Provide the student with verbal praise each time he/she raises his/her

hand to get teacher attention instead of calling out loud for teacher attention.

14. Establish Logical Consequences for Students: Inform student that

engaging in certain problem behaviors will result in specific consequences. Out of seat behavior will result in reduction of points on behavior

contract. Consequences must be specifically identified to the student and they must be consistently implemented.

15. Give Encouragement for Effort to Display Appropriate Behavior:

Provide reinforcement for a student who is trying to display the appropriate behavior, even if he/she is not quite there yet. This practice will encourage the student to “keep up the good work” and eventually demonstrate the targeted appropriate behavior.

16. Use of Positive Referrals: Teacher can make positive references towards

and/or in regards to the student for engaging in appropriate behavior.

17. Use Classroom Reinforcers for Individual Student Accomplishments: Reward an individual student’s success by allowing the entire class to benefit. Throw a pizza party for the class if the individual student has a good

week on his/her behavior contract.

18. Call Home to Share News of Student Effort/Success: Establish a system for calling the student’s parents daily/weekly in order to update them on their child’s success and progress.

19. Use School-Wide Vehicles for Recognition: Recognize student success

and/or progress during school award programs, lunch, assemblies, etc.

SECTION II: INTERVENTIONS SEPERATED BY FUNCTION WITH SPECIFIC DESCRIPTIONS

TO GET ATTENTION FROM PEERS

Proactive

1) Encourage positive peer connections: A student that is engaging in

negative behaviors in order to gain attention from peers may benefit from teacher arranged groupings with positive peer groups as well as encouragement/attention for positive behavior within those peer groups/relations.

2) Encourage participation in extracurricular activities: Participation in

various extracurricular activities may provide appropriate access to positive peer attention. If the student receives attention from peers during such activities, he/she may be less likely to seek attention in inappropriate ways.

3) Give student an opportunity to mentor/tutor peer: Appointing a

student as a mentor/tutor may provide an appropriate outlet for attention as well as help another student. If the student has a particular academic strength, he/she may be assigned to a student having difficulty in that area. Another idea may be to assign the student to a child new to the class/school. This strategy allows the student to receive appropriate attention through the mentoring process.

Educative

1) Teach and model appropriate communication/social skills: If a

student is attempting to gain attention from peers by engaging in negative behaviors, appropriate communication/social skills may need to be taught. Teach the student how to appropriately ask for help, introduce themselves to a new person, start a conversation, and take turns in a game, etc.)

2) Provide opportunities to practice communication/social skills: Once

communication/social skills have been introduced and taught, specific opportunities should be provided for the student to practice and reinforce those newly learned skills.

3) Teach behavioral self-control: A student attempting to gain attention in

inappropriate ways may benefit from behavioral self-control strategies, especially if their attention-getting behaviors appear impulsive and/or reactive in nature. The student can be taught to wait and think before reacting/behaving in a certain manner.

4) Teach problem-solving skills: Similar to behavioral self-control, specific

problem-solving skills can be taught to students that do not already possess the strategies to deal with various social and academic situations. If a student tries to access attention from peers by throwing pencils in class, problem-solving skills can be taught for gaining appropriate attention from peers (i.e. wait for a good time for peer interaction, think about what you will say or do, follow through with the plan). This strategy may be linked with communication/social skills.

Functional

1) Assign classroom responsibility that allows student recognition:

Allow student to be line leader, class monitor, garbage collector, etc. so that he/she can gain attention for those activities. This strategy should be used as a reinforcer for engaging in appropriate behaviors.

2) Ignore undesirable behaviors: When student engages in inappropriate

attention-getting behaviors, both the teacher and other students must learn to ignore those behaviors consistently.

3) Give encouragement for effort to display appropriate behavior: Give

verbal/nonverbal praise for each instance/effort of appropriate attention-getting behavior with peers.

4) Use classroom reinforcers for individual student accomplishments:

As the student demonstrates appropriate attention seeking behavior with peers, provide classroom reinforcers, such as extra free time, stickers, computer activities, etc. This will allow yet another opportunity for the student to get positive attention from others.

5) Use school-wide vehicles for recognition: Institute a program such as

“student of the week”, “good behavior award”, etc., and utilize the concept of public posting (i.e. post awards in main office or hallways, announce during morning announcements, school principal presents awards, etc.). This type of positive reinforcement will be especially meaningful to a student that is seeking attention from peers and is beneficial to use with any student within the classroom.

TO GET ATTENTION FROM ADULTS

Proactive

1) Daily/weekly progress report: Establish goals on a daily or weekly progress report and review it consistently with the student. This provides structure for the student as well as an appropriate opportunity for the student to receive feedback and attention from the adult (teacher).

2) Establish a personal connection with student: Provide “built in” daily

attention for the student by spending personal time with the student at an assigned time

3) Provide guidance prior to independent work: Provide the student with

a moment of personal attention by giving individual instructions and/or guidance prior to an independent activity. This is an excellent option if the student also is experiencing difficulty in a particular academic area or if he/she is easily distractible.

4) Increase frequency of task related recognition: Increase the amount

of praise given to the student for basic task completion and other task related accomplishments.

Educative

1) Develop a monitoring checklist for teacher/student: Create a

monitoring checklist of positive behavior (appropriate attention-getting behavior) and allow the student to keep it on his/her desk during designated class times. The teacher makes check marks on the monitoring checklist when the student engages in appropriate attention-getting behavior. At the end of the day/week, the entire checklist can be reviewed by teacher and student to evaluate progress. The act of consistent behavior monitoring by the teacher is rewarding for the student as is the daily/weekly outcome review.

2) Teach/model appropriate communication/social skills: If a student is

attempting to gain attention from adults (i.e. teacher) by engaging in negative behaviors, appropriate communication/social skills may need to be taught. Teach the student appropriate ways to ask for help (raise hand) and steps to follow directions correctly.


communication/social skills have been introduced and taught, specific

opportunities should be provided for the student to practice and reinforce those newly learned skills.

4) Teach behavioral self-control: A student attempting to gain attention in

inappropriate ways may benefit from behavioral self-control strategies, especially if their attention-getting behaviors appear impulsive and/or reactive in nature. The student can be taught to wait and think before reacting/behaving in a certain manner.

Functional

1) Personally greet student upon arrival: In order to provide the student

with opportunities for teacher attention, build at least one greeting into the daily schedule. Make it a point to greet the student in the morning and spend a few moments talking with the student about something personal (i.e. how their homework went, what they did over the weekend, how their family is, etc.).

2) Spend individual time with student: Since the student is seeking

attention from the adult, increase the amount of time spent with that student. Check in with the student during class assignments to ensure comprehension, ask the student to help out before/during/after class, or schedule a particular time to meet with the student.

3) Increase frequency of positive reinforcement: Provide the student with

positive attention by increasing the frequency and amount of verbal/nonverbal praise for positive classroom behavior (effort, following directions, task completion, etc.).

4) Chart daily successes and review with student: This intervention is

best when used with the Monitoring Checklist (educative intervention). The idea is to review the raw data (number of checkmarks in a given time period) with the student on a daily/weekly basis. The data can then be charted and/or graphed to create a visual representation of the student’s success.

5) Use of positive referrals: In order to provide the student with positive

attention, the teacher makes public positive referrals about the student or in reference to the student’s behavior/class effort.

TO GET A PREFERRED ACTIVITY OR ITEM

Proactive

1) Choice making: Allow the student to choose between two activities (desirable and less desirable) with the understanding that the choice is regarding which of the two activities will be completed first. Thus, the student may select to complete the desirable activity (i.e. computers) first, but still must complete the less desirable activity (independent math assignment) at a later time. This intervention is especially useful when a student is engaging in negative behavior when they are asked to stop a desired activity and move on to a less desired one.

2) Schedule adjustment: This intervention involves a permanent change in

the student’s schedule to reflect a more appropriate match (academic level, teacher, peer group, etc.) for the student.

3) Environmental changes: This intervention involves modifying the

environment to better meet the needs of a student.

Educative

1) Teach coping skills: Teach the student methods to effectively deal with stressful and/or uncomfortable situations. Relaxation techniques, communication skills, and problem solving skills would all be useful in this intervention. When a student is engaging in negative behavior in order to maintain and/or get a desired activity/item over an undesired activity/item, effective coping skills (i.e. having patience, relaxing in an uncomfortable environment, etc.) will help the student deal with less desirable activities/items.

2) Teach/model appropriate communication skills: If a student is

attempting to gain access to a particular activity and/or tangible item by engaging in negative behaviors, appropriate communication/social skills may need to be taught. Teach the student skills such as waiting/demonstrating patience, communicating wants or needs, compromising, negotiating, etc.



4) Teach problem-solving skills: Teach the student a scripted and

structured approach to dealing with problems. If a student is demonstrating

inappropriate behavior in order to get an activity and/or tangible item, teach the steps and/or prompts of appropriate behavior that would allow that individual access to the desired activity/item. Problem-solving steps will vary according to the situation (i.e. a) ask, don’t tell; b) what needs to happen first?; c) wait for the right time). The steps and/or prompts can be attached to the student’s desk as a reminder.

Functional

1) Use preferred activities as reinforcer: Since the student is trying to gain

access to an activity/item, use that particular activity/item as a reinforcer/reward for appropriate behavior.

2) Use tangible and/or nontangible rewards: Interview the student and

find out what he/she is willing to work for (tangible/intangible). Remember, it is imperative that a reinforcer is meaningful to the student. Use the selected reinforcer to consistently reward appropriate behavior.

TO GET SENSORY FEEDBACK

Proactive

1) Preferential seating: Students in need of sensory feedback are likely engaging in certain behaviors (i.e. movement, tapping, rocking, etc.) simply because it makes them feel good. The idea is to make such behaviors less distracting to others. If a student moves around the classroom with a high degree of frequency, and it is determined to be due to sensory feedback, a seating adjustment may limit the distraction/disruption. If the student is seated in the back of the classroom, movement can easily be restricted to behind the class and away from other students and instruction. Another idea is to assign the student two seats with some distance between them. When the student needs to move, he/she is restricted to movement between the two seats only.

2) Schedule adjustment: If another academic setting would be more

conducive to the student’s sensory feedback behaviors, consider making a schedule/teacher change to reflect a more ideal situation.

3) Allow student to use quiet time and space: Assigning the student a

specific time and/or space away from the rest of the class may allow the student to get needed sensory feedback (i.e. rocking, tapping, movement, etc.) away from the rest of the class. This will limit the distraction to the teacher as well as other students. Depending on the student’s needs, specific times may be allotted for the student to spend in a quiet space or the student may have unlimited access with an imposed time limit per visit. There must be certain “built in” restrictions so that the student does not rely so heavily on this modification that he/she misses out on important class time.

4) Environmental changes: This intervention involves making various

changes/modifications in the classroom environment to accommodate the sensory needs of a student. Some examples include changing the lighting, re-arranging furniture, or adjusting sound sources.

Educative

1) Teach rules and expectations: Students that engage in sensory getting

behavior may need to be taught that there are certain times of the day that it is inappropriate and unacceptable. This is certainly the case if such behaviors are distracting to others and/or prevent the student from accomplishing necessary work in the classroom. This intervention involves establishing a structured system for teaching a student rules and

expectations prior to a task/request. Such a system may be verbal (i.e. scheduling five minutes prior to an assignment to review rules and expectations), written (i.e. provide the student with written rules and expectations for a given task), or pictorial (i.e. teacher can use picture cards to nonverbally teach/remind students of various rules/expectations). If an alternative sensory getting behavior can not be taught, this intervention can be paired with access to quiet time/space so that the student can learn appropriate times and places to engage in such behaviors.

2) Student repeats rules and expectations: Establish a system in which a

student verbally or in written form repeats rules/expectations prior to an activity or transition.

3) Teach behavioral self-control: Students that engage in sensory getting

behavior may also exhibit impulsive behavior and/or poor self-control. A highly structured plan that addresses self-evaluation, self-management, self-instruction, and self-reinforcement may benefit such individuals. For example, when a student is engaged in inappropriate and/or disruptive behavior, specific teacher prompts and student responses should take place:

Teacher prompts: Student responds: “What are you doing?” “I am …..” “What do you need to be doing?” “I need to …..” “What are you going to do now?” “I have to …..” “Let me know when you finish.” “I did …..”

4) Teach alternative behaviors for sensory feedback: A student that engages in a certain behavior for the sole purpose of sensory feedback may be able to learn an alternate (less distracting) behavior to serve the same purpose. For example, a student that taps his/her pencil on the desk repetitively can squeeze a stress ball instead.

Functional

1) Student self-monitoring of progress: Allow the student to monitor

his/her own progress. For example, the student can have possession of a progress report and/or behavior contract so that he/she can track his/her own improvement. In addition, the student can plot their own frequency data on graph paper. The general idea of this intervention is for the student to become reinforced by his/her own progress. This intervention would likely be paired with another intervention that yields certain behavioral changes (i.e. teaching alternative behaviors for sensory feedback).

ESCAPE TASKS

Proactive

1) Contract for grades: Students that engage in inappropriate behavior in order to escape certain tasks may be experiencing difficulty in that academic area. A written contract can be established with the student regarding performance/grades in the specified area of difficulty. In exchange for a “C” grade or above, the student can earn a desired activity, a desired tangible, or simply a five minute break/time-out from work. The agreement is written in contract form and signed by both teacher and student.

2) Daily/weekly progress report: Students that engage in inappropriate

behavior in order to escape certain tasks are likely experiencing difficulty or are bored in that academic area. This intervention involves arranging a system for documenting the student’s behavioral progress on a daily/weekly basis. This can be done subjectively with the teacher writing a brief note at the end of the day/week to describe the student’s overall behavior. This intervention can also be done objectively (structured), in which the teacher develops specific behavior objectives and a form that can be checked-off daily/weekly to show that behavior objectives are met.

3) Frequent monitoring/redirection: Students that engage in inappropriate

behavior in order to escape certain tasks are likely experiencing difficulty or are bored in that academic area. This intervention involves establishing a system for monitoring a student during tasks (i.e. checking on a student at 10 minute intervals) and providing redirection when needed (i.e. eye contact, proximity, giving or taking of chips, etc.).

4) Choice making: Students that engage in inappropriate behavior in order to

escape certain tasks are likely experiencing difficulty or are bored in that academic area. This intervention involves allowing students to have some degree of control over their school activities. For example, the teacher allows the student to chose the sequence of activities (i.e. reading activity first and writing activity second), mode of presentation (i.e. oral, written, demonstration, etc.), learning materials (i.e. pencil/paper, manipulatives, computer use, etc.), and/or reinforcers (i.e. tangibles, public attention, access to activity, etc.).

5) Curricular adjustment: When a student demonstrates negative behavior

in order to escape a specific task, it may be a strong indication that there is a mismatch between the student’s ability and what is being required of him/her. This intervention involves making adjustments in the student’s curriculum to better fit their abilities/needs. For example, tasks that are too

easy may be modified by adding more abstract questions or essays and tasks that are too difficult can be modified by making questions more concrete or providing specific instructions or examples. A student who works slowly/methodically may become frustrated with lengthy assignments so the teacher may want to shorten those tasks.

6) Provide guidance prior to independent work: If a student is having

difficulty with a particular task or is having trouble working alone during independent assignments, the teacher may provide the student with more specific and/or modified instructions. This should be done prior to the assignment in order to assist in general comprehension. For example, the teacher may provide additional/individual verbal instructions, written instructions, pictorial instructions, visual guides, completed model of task, etc.

7) Follow-up to ensure student understanding of task/request: Similar

to the above intervention, this involves establishing a system for a “check-in” time during an assignment to ensure that the student fully understands a specific task or request. For example, the teacher and student may have an agreement specifying that 10 minutes after the start of a given assignment/test or request the teacher will verbally confirm the student understands. If the student is in need of further instruction, the teacher will provide it.

8) Schedule adjustment: If it is determined that a student is trying to escape

a task/situation due to a mismatch between student-class environment and/or student-teacher. This intervention suggests that a student’s behavior may be modified by simply adjusting the daily schedule and/or changing a teacher. For example, it is possible that a student tends to focus best in the early morning yet all academic classes are scheduled after lunch. In such a case, it would be advantageous for the student’s schedule to be adjusted so that academic classes would take place during the morning hours. Another example might be a personality/work style “mismatch” between teacher and student. Changing a student’s teacher can make a significant difference.

Educative

1) Teach rules/expectations prior to activity: This intervention involves

establishing a structured system for teaching a student rules and expectations prior to a task/request. Such a system may be verbal (i.e. scheduling five minutes prior to an assignment to review rules and expectations), written (i.e. provide the student with written rules and expectations for a given task), or pictorial (i.e. teacher can use picture cards to nonverbally teach/remind students of various rules/expectations).

2) Teach/model appropriate communication skills: If a student is unable

to effectively communicate that they are experiencing difficulty with a particular task, the result may be undesirable behavior in order to avoid unpleasant activities. For example, a student experiencing difficulty in mathematics may attempt to avoid such work by acting out in the classroom. This intervention involves teaching a student appropriate methods of communication. The concept is to teach the student appropriate ways of expressing their frustrations. The teacher develops a script with the student that addresses his/her specific needs. The following is an example of such a script: when the student is having academic difficulty and feeling frustrated, he/she will signal the teacher either verbally or with a predetermined nonverbal sign (i.e. hand raise). The teacher will subsequently respond to the student in order to find out if he/she needs extra instruction, assistance with assignment, or a break from work. Extra instruction and assignment assistance can be delivered by the teacher or by an appointed peer tutor. The break may be as simple as a five minute water or bathroom break. As part of the script, the student agrees to resume appropriate work after his/her needs have been met. In order to ensure optimal effectiveness of this intervention, the teacher should provide the script in written form to the student and possibly attach it to his/her desk.

3) Teach coping skills: Similar to the above intervention, this involves

teaching a student appropriate ways to cope/deal with frustration, anger, embarrassment, etc. When students do not have a repertoire of appropriate strategies to deal with adverse situations, problem behavior can often be the result. The teacher can teach the student methods such as asking for a time-out or break, relaxation/breathing exercises, five minutes to vent feelings privately with teacher/peer, or engaging in an enjoyable activity (i.e. computer, art, etc.). Suggestions for appropriate coping skills can be written and attached to the student’s desk as a reminder.

4) Remediation in specific academic areas: If it is determined that a

student is trying to avoid certain work due to a skill deficit, it is imperative that the skill area be remediated. Implementing classroom academic interventions for remediation should reduce the need to avoid such tasks. In order to select appropriate academic interventions, refer to the School Support Team (if applicable), Child Study Team, or the Reading Intervention Strategies and the Math Intervention Manual.

5) Perform task analysis: When a student is trying to avoid work due to the

length and/or need for organization, the teacher can help the student break down and make concrete difficult tasks to ensure more success. For example, a student who has difficulty compiling a three sentence paragraph

may perform better when the task is broken down into small steps. First, teach him/her to identify and write down the theme of the paragraph, then create three categories (introduction, main idea, and conclusion), next brainstorm what ideas should go under each category, and finally the student can compile the paragraph based on the information gathered during previous steps.

6) Use students personal interests to increase motivation on difficult

tasks: If a student is avoiding tasks due to lack of interest or boredom, incorporating student interests into a given task or activity may increase the likelihood of task completion. The concept is that if a student finds a task/activity enjoyable or interesting, he/she is more likely to stay engaged for a longer period of time. For example, a student who has difficulty staying on task during independent reading assignments will likely become more motivated to complete the assignment if the topic is of his/her choosing. (i.e. if the student likes fishing, the reading assignment can be related).

Functional

1) Recognize small steps of success: When a targeted positive behavior is

complex or involves several steps, it may be necessary to reinforce the student for demonstrating smaller approximations or steps of the desired behavior. Once targeted positive behaviors have been broken down into steps and taught to the student, reinforce the student for each approximation of the behavior.

2) Student self-monitoring: Allow the student to monitor his/her own

progress. For example, the student can have possession of a progress report and/or behavior contract so that he/she can track their own improvement. Another example might be to allow a student to plot their own frequency data on graph paper. The general idea of this intervention is for the student to become reinforced by his/her own progress.

ESCAPE ADULTS (TEACHER REPRIMANDS, CORRECTIONS, ATTENTION)

Proactive

1) Schedule adjustment: This intervention suggests that a student’s behavior may be modified by simply adjusting the daily schedule and/or changing a teacher. For example, it is possible that a student tends to focus best in the early morning yet all academic classes are scheduled after lunch. In such a case, it would be advantageous for the student’s schedule to be adjusted so that academic classes would take place during the morning hours. Another example might be a personality/ work style “mismatch” between teacher and student. Changing a student’s teacher can make a significant difference.

2) Allow student to use quiet time/space: Assigning the student a specific

time and/or space away from the rest of the class may allow the student to get needed sensory feedback (i.e. rocking, tapping, movement, etc.) away from the rest of the class. This will limit the distraction to the teacher as well as other students. Depending on the student’s needs, specific times may be allotted for the student to spend in a quiet space or the student may have unlimited access with an imposed time limit per visit. There must be certain “built in” restrictions so that the student does not rely so heavily on this modification that he/she misses out on important class time.

Educative

1) Teach/model appropriate communication skills: If a student is unable

to effectively communicate that they are experiencing difficulty with a particular task, the result may be undesirable behavior in order to avoid unpleasant activities. For example, a student experiencing difficulty in mathematics may attempt to avoid such work by acting out in the classroom. This intervention involves teaching a student appropriate methods of communication. The concept is to teach the student appropriate ways of expressing their frustrations. The teacher develops a script with the student that addresses his/her specific needs. The following is an example of such a script: when the student is having academic difficulty and feeling frustrated, he/she will signal the teacher either verbally or with a predetermined nonverbal sign (i.e. hand raise). The teacher will subsequently respond to the student in order to find out if he/she needs extra instruction, assistance with assignment, or a break from work. Extra instruction and assignment assistance can be delivered by the teacher or by an appointed peer tutor. The break may be as simple as a five minute water or bathroom break. As part of the script, the student agrees to resume appropriate work after his/her needs have been met. In order to ensure optimal effectiveness of

this intervention, the teacher should provide the script in written form to the student and possibly attach it to his/her desk.

2) Provide opportunities to practice social or communication skills:

Once communication/social skills have been introduced and taught, specific opportunities should be provided for the student to practice and reinforce those newly learned skills.

3) Teach coping skills: Similar to the above intervention, this involves

teaching a student appropriate ways to cope/deal with frustration, anger, embarrassment, etc. When students do not have a repertoire of appropriate strategies to deal with adverse situations, problem behavior can often be the result. The teacher can teach the student methods such as asking for a time-out or break, relaxation/breathing exercises, five minutes to vent feelings privately with teacher/peer, or engaging in an enjoyable activity (i.e. computer, art, etc.). Suggestions for appropriate coping skills can be written and attached to the student’s desk as a reminder.

4) Teach anger management/problem-solving skills: Students who

experience difficulty controlling emotions and/or lack sufficient problem solving skills are likely to engage in inappropriate/disruptive behavior when “pushed to the emotional limit” and/or frustrated. There are several existing methods to teach anger management and problem solving skills, and the school counselor and/or school psychologist are excellent resources for such methods. Some of the following resources may be available at the school site: Project Ride (Aggression Replacement Behavior and Skill Streaming), Pre-Referral Intervention Manual & Pre-referral Checklist (Interpersonal Relationships, Inappropriate Behavior, Rules and Expectations), and Beyond Maladies and Remedies (Managing Problematic Behavior).

5) Teach behavioral self-control: Students that engage in sensory getting

behavior may also exhibit impulsive behavior and/or poor self-control. A highly structured plan that addresses self-evaluation, self-management, self-instruction, and self-reinforcement may benefit such individuals. For example, when a student is engaged in inappropriate and/or disruptive behavior, specific teacher prompts and student responses should take place:

Teacher prompts: Student responds: “What are you doing?” “I am …..” “What do you need to be doing?” “I need to …..” “What are you going to do now?” “I have to …..” “Let me know when you finish.” “I did …..”

Functional

1) Establish logical consequences and inform students ahead of time: Inform student that engaging in certain problem behaviors will result in specific consequences. For example, out of seat behavior will result in reduction of points on behavior contract. Consequences must be specifically identified to the student and they must be consistently implemented.

ESCAPE PEERS (CONTACT, ATTENTION)

Proactive

1) Preferential seating: Change the seating arrangement to reflect more appropriate peer groupings.

2) Encourage positive peer connections: Provide opportunities for students

to be in contact with positive peer role models.

3) Schedule adjustment: If a student is going to great lengths to avoid a certain peer or group of peers, it may be worthwhile to consider a change in schedule.

4) Allow student to use quiet time/space: Assign the student a specific

time and/or space in order to appropriately get away from the undesirable peer interaction. Depending on the situation, specific times may be allotted for the student to spend in a quiet space or the student may have unlimited access with an imposed time limit per visit. There must be certain “built in” restrictions so that the student does not rely so heavily on this modification that he/she misses out on important class time.

Educative

1) Teach/model appropriate communication skills: If a student is unable to effectively communicate that he/she is experiencing difficulty with a peer, the result may be undesirable behavior in order to avoid such interactions. This intervention involves teaching a student appropriate methods of communication. The concept is to teach the student appropriate ways of expressing their frustrations. The teacher develops a script with the student that addresses his/her specific needs. The following is an example of such a script: when the student is having a negative peer interaction he/she will signal the teacher either verbally or with a predetermined nonverbal sign (i.e. hand raise). The teacher will subsequently respond to the student by allowing him/her to retreat to a quiet space, change seats, work with another student, take a break, etc. A specific time frame is established by the teacher and the student follows through. In order to ensure optimal effectiveness of this intervention, the teacher should provide the script in written form to the student and possibly attach it to his/her desk.

2) Allow opportunities to practice communication or social skills: Once


3) Teach coping skills: This intervention involves teaching a student appropriate ways to cope/deal with frustration, anger, embarrassment, etc. When students do not have a repertoire of appropriate strategies to deal with adverse situations, problem behavior can often be the result. The teacher can teach the student methods such as asking for a time-out or break, relaxation/breathing exercises, five minutes to vent feelings privately with teacher/peer, or engaging in an enjoyable activity (i.e. computer, art, etc.). Suggestions for appropriate coping skills can be written and attached to the student’s desk as a reminder.

4) Teach anger management/problem-solving skills: Students who

experience difficulty controlling emotions and/or lack sufficient problem solving skills are likely to engage in inappropriate/disruptive behavior when “pushed to the emotional limit” and/or frustrated. There are several existing methods to teach anger management and problem solving skills, and the school counselor and/or school psychologist are excellent resources for such methods. Some of the following resources may be available at the school site: Project Ride (Aggression Replacement Behavior and Skill Streaming), Pre-Referral Intervention Manual & Pre-referral Checklist (Interpersonal Relationships, Inappropriate Behavior, Rules and Expectations), and Beyond Maladies and Remedies (Managing Problematic Behavior).

5) Teach behavioral self-control: If a student lacks appropriate control over

his/her emotions/behavior may find themselves in uncomfortable peer interactions. A highly structured plan that addresses self-evaluation, self-management, self-instruction, and self-reinforcement may benefit such individuals. For example, when a student is engaged in inappropriate and/or disruptive behavior, specific teacher prompts and student responses should take place:

Teacher prompts: Student responds: “What are you doing?” “I am …..” “What do you need to be doing?” “I need to …..” “What are you going to do now?” “I have to …..” “How are you feeling?.” “I feel …..”

Functional

1) Increase frequency of positive reinforcers: Pair increased frequency of

positive reinforcement with one of the educative interventions. Every time that the student engages in appropriate behavior deliver reinforcement. If reinforcement does not occur on a frequent basis, negative/problem behaviors may start to reoccur or increase as a result. This is especially useful when the student responds well to teacher praise and feedback.

2) Develop a written behavior contract: Use of a behavior contract with

points, check-offs, signatures, or some other indication for positive behavior can be a powerful self-reinforcement tool. Allow the student to take possession of the contract and track his/her own progress. This can be paired with one of the educative interventions.

3) Give encouragement for effort to display appropriate behavior:


ESCAPE PERSONAL/EMOTIONAL STATES

Embarrassment Humiliation

Anger Sadness

Confusion Boredom

Proactive

1) Establish a personal connection with student: Depending upon the

personal state of the student, it may be helpful for the student to feel a special connection with his/her teacher. Establish set times to meet with the student and communicate regarding their feelings and frustrations. This allows the teacher to be aware of the student’s feelings on a daily basis and the student has an opportunity to vent their emotions.

2) Schedule adjustment: If it is determined that the student’s emotional

states/needs are not being met appropriately in the current classroom setting, a schedule change should be considered. A student’s emotional states may be triggered by a certain environment or individual. Making an adjustment to the daily schedule and/or changing a teacher may lead to an improvement in behavior.

3) Allow student to use quiet time/space: This intervention provides that a

specific time and/or space be established for quiet or “cool down” purposes. For example, if a student is engaged in an emotional reaction, they may retreat to a quiet area of the classroom for a specified period of time.

Educative

1) Teach and model appropriate communication skills: A student that is

reacting negatively to a personal/emotional state may lack effective communication skills to appropriately vent their feelings. This intervention involves teaching a student proper methods of communication. The teacher develops a script with the student that addresses his/her specific needs. The following is an example of such a script: when the student is having an emotional reaction, he/she will signal the teacher either verbally or with a predetermined nonverbal sign (i.e. hand raise). The teacher will subsequently respond to the student by allowing him/her to retreat to a private area, take a break, visit the counselor, or other. As part of the script, the student agrees to resume appropriate work after his/her needs have been met. In order to ensure optimal effectiveness of this intervention, the

teacher should provide the script in written form to the student and possibly attach it to his/her desk.

2) Provide opportunities to practice communication skills: After

teaching appropriate communication skills techniques, the teacher may want to provide specific opportunities for the student to demonstrate such skills in the classroom. In the beginning the teacher may need to establish a verbal or nonverbal prompt with the student (i.e. “now is a good time to use your skills” or tap the student on the shoulder).

3) Teach coping skills: This intervention involves teaching a student

appropriate ways to cope/deal with frustration, anger, embarrassment, etc. When students do not have a repertoire of appropriate strategies to deal with adverse situations, problem behavior can often be the result. The teacher can teach the student methods such as asking for a time-out or break, relaxation/breathing exercises, five minutes to vent feelings privately with teacher/peer, or engaging in an enjoyable activity (i.e. computer, art, etc.). Suggestions for appropriate coping skills can be written and attached to the student’s desk as a reminder.

4) Teach positive self-talk: Students who do not believe they are capable in

various academic and/or social situations may become increasingly unmotivated to work, withdrawn, or even disruptive in order to avoid uncomfortable scenarios. The teacher and/or school counselor can teach the student a repertoire of positive statements such as “I am capable of doing my work”, “I can make friends in my class”, or “If I study my spelling words every day, I will get a good grade on my spelling test”. The positive statements must relate to the specific emotional need, and the student is taught to repeat those statements to him/herself as frustrations increase in adverse situations and/or personal states. The teacher/counselor may need to provide verbal/nonverbal prompts in order for the student to initiate in the self talk procedures (i.e. “what do you need to tell yourself” or a hand signal).

5) Teach anger management/problem solving skills: Students who

experience difficulty controlling emotions and/or lack sufficient problem solving skills are likely to engage in inappropriate/disruptive behavior when “pushed to the emotional limit” and/or frustrated. There are several existing methods to teach anger management and problem solving skills, and the school counselor and/or school psychologist are excellent resources for such methods. Some of the following resources may be available at the school site: Project Ride (Aggression Replacement Behavior and Skill Streaming), Pre-Referral Intervention Manual & Pre-referral Checklist (Interpersonal

Relationships, Inappropriate Behavior, Rules and Expectations), and Beyond Maladies and Remedies (Managing Problematic Behavior).

6) Teach behavioral self-control: If a student is highly reactive to his/her

personal/emotional states, they benefit from a structured plan that addresses self-evaluation, self-management, self-instruction, and self-reinforcement. For example, when a student is engaged in an emotional reaction, the following teacher prompts and student responses should take place:

Teacher asks: Student responds: “What are you feeling?” “I am feeling …..” “What can you do to calm down?” “I can …..” “What are you going to do now?” “I am going to …..” “How do you feel now?” “Now I feel …..”

Functional

1) Spend individual time with student: When a student engages in

appropriate behavior (this should be linked to an educative intervention), he/she can be rewarded by arranging a specific time for teacher and student to spend time together. It is necessary to be specific when designing this intervention (i.e. when the student demonstrates appropriate behavior during morning classroom activities, he/she will be allowed to eat lunch with the teacher).

2) Increase frequency of positive reinforcement: Link positive

reinforcement to an existing educative intervention. Provide increased frequency of positive reinforcement for proper engagement in interventions. It is necessary for the positive reinforcer to be selected individually for each student.

3) Develop a written behavior contract: Use of a behavior contract with

points, check-offs, signatures, or some other indication for positive behavior can be a powerful self-reinforcement tool. Allow the student to take possession of the contract and track his/her own progress.

4) Recognize small steps approximating the desired behavior: If the

selected educative intervention and/or targeted positive behavior is complex or involves several steps, it may be necessary to reinforce the student for demonstrating smaller approximations or steps of the desired behavior. Once interventions/ targeted positive behaviors have been broken down into steps and taught to the student, reinforce the student for each approximation of the behavior.


his/her own progress. For example, the student can have possession of a progress report and/or behavior contract so that he/she can track their own improvement. Another example might be to allow a student to plot their own frequency data on graph paper. The general idea of this intervention is for the student to become reinforced by his/her own progress.

6) Give student encouragement for effort to display appropriate

behavior: Provide reinforcement for a student who is trying to adhere to the intervention and/or display the appropriate behavior, even if he/she is not quite there yet. This practice will encourage the student to “keep up the good work” and eventually demonstrate the targeted appropriate behavior.

ESCAPE PHYSICAL SENSATIONS

Temperature Noise

Crowded spaces Lighting

Movement Other:

Proactive

1) Preferential seating: If it is determined that a student is engaging in

problem behavior in order to escape a physical sensation, such as noise, temperature, lighting, etc., relocating the student’s seat (away from the negative source) may solve the problem.

2) Schedule adjustment: Individuals can be extremely sensitive to physical

sensations, such as noise, temperature, lighting, etc. If the negative environmental source is one that cannot be easily modified and/or adjusted, consider changing the student’s schedule in order to avoid the negative stimulus.

3) Allow student to use quiet time/space: In order to avoid a negative

physical sensation, specify a time and/or space for the student to appropriately escape the adverse environment.

4) Environmental changes (lighting, furniture, sound sources): This

intervention involves making various changes in the environment to accommodate the sensory needs of a student. Some examples include changing the lighting, re-arranging furniture, or adjusting sound sources.

Educative

1) Teach coping skills: This intervention involves teaching a student

appropriate ways to cope/deal with frustration, anger, embarrassment, etc. When students do not have a repertoire of appropriate strategies to deal with adverse situations, problem behavior can often be the result. The teacher can teach the student methods such as asking for a time-out or break, relaxation/breathing exercises, five minutes to vent feelings privately with teacher/peer, or engaging in an enjoyable activity (i.e. computer, art, etc.). Suggestions for appropriate coping skills can be written and attached to the student’s desk as a reminder.

2) Teach behavioral self-control: Students who are impulsive and/or lack self-control on a consistent basis will likely benefit from a highly structured plan that addresses self-evaluation, self-management, self-instruction, and self-reinforcement. For example, when a student is engaged in inappropriate/problem behavior, the following teacher prompts and student responses should take place:

Teacher asks: Student responds: “What are you doing?” “I am …..” “What do you need to be doing?” “I need to …..” “What are you going to do now?” “I have to …..” “Let me know when you finish.” “I did …..”

Functional


his/her own progress. For example, the student can have possession of a progress report and/or behavior contract so that he/she can track their own improvement. Another example might be to allow a student to plot their own frequency data on graph paper. The general idea of this intervention is for the student to become reinforced by his/her own progress.

2) Acknowledge use of replacement behaviors: Reward students for

engaging in established replacement behaviors (i.e. appropriately utilizing the assigned quiet time/space).

3) Give encouragement for effort to display appropriate behavior:


The School Board of Miami-Dade County, Florida, adheres to a policy of nondiscrimination in employment and educational programs/activities and programs/activities receiving Federal

financial assistance from the Department of Education, and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.

Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.

Title IX of the Education Amendments of 1972 - prohibits discrimination on the

basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits

discrimination on the basis of age with respect to individuals who are at least 40.

The Equal Pay Act of 1963, as amended - prohibits sex discrimination in payment of

wages to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the

disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against

individuals with disabilities in employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain

family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment

on the basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race,

gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap,

or marital status.

School Board Rules 6Gx13- 4A-1.01, 6Gx13- 4A-1.32, and 6Gx13- 5D-1.10 - prohibit

harassment and/or discrimination against a student or employee on the basis of gender, race, color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation,

social and family background, linguistic preference, pregnancy, or disability.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.

Revised 5/9/03

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