Embedded Files
The student may:
Quietly blend in while doing nothing, doodling, or appearing to work
Spend a lot of time looking through things, desk, locker, etc
Say they are getting to the task or are working on something and produce few results
Quietly mumble, hum, or make slight sounds to self
Day dream, look out window, around the room, look past the teacher, at other students, stare, etc
Play with things in desk, backpack, in folders, etc
Draw or do other tactile activities while lesson is being presented
Sleep
Tier I Interventions:
Before you start, a few important points:
Try multiple interventions
Try each intervention for a minimum of 4-weeks and over 1 intervention may be implemented at the same time.
Further details on each intervention is linked here.
Avoid power struggles
Call parent or note home
Card flip
Clear, consistent, and predictable consequences
Explain assignment
Explain directions
Have student repeat directions back
Help student start assignment
Ignore
Individual work space
Logical consequence
More structured routine
Move to a new location in the classroom
Non-verbal cues
Praise when cooperative and well-behaved
Praise when good attitude and involvement occur
Praise when on task
Proximity to students
Redirection
Review PBIS expectations and rules
Rewards, simple reward systems, and incentives
Speak in a calm, and netural tone
Speak with student in hallway
Take a break
Take away privileges
Take away unstructured or free time
Talk one on one with student
Teach coping skills
Teach relationship skills
Teach relaxation skills
Teach social skills
Turn desk around
Use timer
Page updated
Report abuse