Embedded Files
It's important to remember that when attempting to identify the antecedent to off-task/challenging behaviors the first place that should be examined is the behavioral management system. You should be utilizing a PBIS system in your classroom. If you need more information about a PBIS here is a link.
Below you will find a list of off-task and challenging behaviors and what it may look like in the classroom. This will help you identify which type/s of interventions you can attempt. You may use more than 1 intervention with a student but should always attempt an intervention for at least 4-6 weeks and always take a baseline assessment of the behavior before you begin (this helps you determine if the intervention is really working or not).
Off-task Behaviors
Bad Language
Looks like: Using language that isn't appropriate for school.
Disorganized
Looks like: Things often lost, learning space is messy, book bag/binders messy.
Disrespectful
Looks like: To peers or adults. Both verbal and non-verbal.
Failing to Turn in Work
Looks like: Missing homework/in-class work.
Hyperactivity
Looks like: Fidgety, moves around the room frequently, requests a lot of bathroom breaks, taps pencil on the desk often.
Impulse Control
Looks like: Verbal outbursts, doesn't raise hand to answer questions, doesn't wait for permission to do something.
Independent Work/Time
Looks like: Doesn't complete work during independent learning time, distracting to others during independent work time.
Late/Tardy
Looks like: Late to school/returning to class.
Lying/Cheating
Looks like: Doesn't tell the truth when asked questions by an adult.
Name-calling
Looks like: Calling peers and/or adults inappropriate names/things.
Not Participating
Looks like: Does not participate/refuses to participate in activities after teacher prompting, zoned out.
Out of Seat
Looks like: Walking around the room without a destination. Frequently sharpening pencil, throwing away things, roaming.
Rushing Through Work
Looks like: Prides themselves on being the first one to turn in test/assignment. Work is of poor quality, sloppy and some answers make no sense.
Unfocused/Inattentive
Looks like: Easily distracted, often off task, focusing on things other than instructional task, often answers questions with "what."
AN IMPORTANT NOTE:
We're defining off-task behaviors as non-disruptive behaviors where the student isn't engaged in the task assigned (ex: not following directions, fidgeting, not completing work or working on a different task than assigned, sleeping).
We're defining challenging behaviors as disruptive to the other people in the classroom (ex: aggressive behavior, self-injuring behaviors, sexual behavior, disruption of property).
Challenging Behaviors
Aggressive/Bullying
Looks like: Extreme impulsiveness, frequently lose temper, interacting roughly with classmates, intimidating peers, name calling, not demonstrating guilt or remorse.
Defiant
Looks like: Acting out, aggressive to self/others, challenging authority, projecting blame, refusing to following directions/move, scowl/agree appearance.
Disruptive
Looks like: Annoying/distracting others, asking a lot of obvious questions, avoiding on task activities, frequent unnecessary comments, hands on others/others space, horseplay, making noises, pestering, rolling/crawling on the floor, talking to others, yelling.
Tantrums
Looks like: aggressive to self/others, biting, challenging authority, flailing limbs/arms, failure to see logic, hitting, kicking, no concern for consequences, rolling on floor, screaming, unresponsive to redirection/calming techniques, yelling.
Once you have identified the behavior head over to the interventions page to identify Tier 1 interventions to teach the student, as well as tracking tools that will make your data collection efficient during the process.
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