Observed Behavior: Off Task During Activities

Countdown reminders for completing tasks: For students who have difficulty staying on task, use countdown timers to allow them to monitor time before moving on to the next task/class. The countdown gives them advance notice that there is about to be a change.

Positive feedback when parts of tasks are complete: Give positive feedback as students complete sections or set tasks. Feedback can be praise, a short break, etc.

Nonverbal cues: Use hand signals or color charts to let students know that their behavior is off task or to warn that there might be a problem with their behavior.

Provide immediate feedback: When students are exhibiting appropriate behavior, let them know that you see the effort they are making. Provide this feedback frequently in the beginning and lessen as the target behavior becomes the norm.

Establish clear routines: Provide students with clear, defined limits, rules, procedures, and consequences. This allows students to know what to do in a situation and what the consequences are for not meeting the teacher's expectations.

Positive reinforcement: Provide positive reinforcement in terms of verbal praise, small breaks, or a tangible item. Let students know that you see them working toward target behaviors/peer interaction.

Preferential seating: Provide struggling or distracted students with preferential seating away from visual and auditory distractions and other students.

Use of timers or alarms: Use timers to let students know that they have a specific amount of time to complete an assignment or task. Also use the timers to keep track of off-task behavior, so that students can "pay back" class time that was not used effectively. Alarms allow a warning to students for transition of tasks/class.

Behavior contract: Create a behavioral contract with students that outlines desired behaviors and rewards if successful.

Technology: If technology is available, give students options on how to complete their assignments. Use technology as an incentive for behavior or completion of assigned tasks.

Give check-off sheet for task completion: Provide students with a check-off sheet or task completion sheet. This will allow students to know what is required of them and the order you would like tasks completed in, and to feel a sense of accomplishment as they complete tasks. Instruct students to put a check, cross through, or sticker next to the item, to visually show it has been completed.

Silent breaks: Integrate periods of silence or quiet time into your classroom schedule. If needed, allow students to go to a quiet space during activities.

Minimize background noise: Evaluate the general background noise of the classroom. Remove any unnecessary noise such as the electric pencil sharpener, or add tennis balls to the bottoms of each chair leg.

Personal space: Allow students to have boundaries and personal space during classroom activities that require a lot of movement around the room.

Alternate activity: Recognize that activities that involve touching a material or using other senses may be difficult for some students. Provide an alternative activity, or allow a peer to describe the activity to them.

Classroom lighting: Reduce lighting or dim the lights while working to increase student focus. Turn off the lights during quiet breaks.

Sensory kits: Create a kit that students can use when overwhelmed. This can include ear plugs, headphones, fidgets, and sticky notes to cover images.

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