Effective Responses to Problem Behavior

Tier 1 (Universal Supports)

Tier 1 provides high quality instruction and behavioral supports for all students in general education. More than 80% of students will be successful in this tier. Classroom management and individual student behavior is based on expectations, responsibility, and proactive feedback.

If a student fails to learn at a level/ rate similar to his/her classmates, the teacher will:

Change the type of instructional or behavioral strategy (intervention)
Increase the intensity or level of the intervention (for example, adding small group instruction to whole group instruction).
Increase the duration of the intervention (for example, increase small group instruction from 15 to 30 minutes).
Increase the frequency of the intervention (for example, from twice per week to four times per week).

Once several interventions have been unsuccessful, and the student is not responding adequately, the teacher will come to the PBIS Team to discuss strategies and possible further interventions.

Preventative_Tier 1 Strategies.pdf

Praise Other Students

Description

Praise students meeting the expectation
Praising other students serves as a prompt

Example

Teacher is praising students for having their materials and being ready for class. One student was not ready, but when he heard the specific praise, the student got his/her notebook and returned to his/her desk.

Non-Example

“Thanks for being quiet at Table 1, maybe Table 2 will get quiet too.”

Reteach

Description

Pre-teach the student the expectation
Tell, show and give the student an immediate opportunity to practice
Recognize the student for following the expectation

Example

The teacher initially asked the students to read silently. They began to talk with each other and the teacher restated the expectation, reminding students that they were to read silently.

Non-Example

“We just went over this. Do I need to say it again?”

Engagement Strategies

Description

Use engagement strategies to re-engage the student in instruction
Provide students with an opportunity to respond: Verbal, written or action

Example

A teacher notices two students are talking to each other and one student with his/her head down during whole group instruction. Teacher adjusts instruction to include a choral response to engage the whole class.

Non-Example

Lecturing from the front of the class; teacher talk is 80-100% of the time.

Proximity

Description

Strategic placement and movement
Encourage positive behavior
Discourages inappropriate behavior

Example

As the teacher is teaching, some students at one of the tables are off task and not following along. Without stopping instruction, the teacher walks over to the students and stands near them. They get back on track.

Non-Example

Staying at teacher desk; calling out students from across the room.

Attend, Wait and Praise

Description

Delay response/correction
Praising other students seres as a prompt
Allows student to correct themselves
Desired behavior = Attention and praise

Example

Student is off task, ignore him/her and tell the student next to him/her how well he is doing on the task. When student gets on task, praise that behavior.

Non-Example

Redirecting the student immediately when you see problem behavior occur. “Johnny, remember it’s responsible to get back on task.”

Provide Instructional Choice

Description

Provide students two alternatives
Adult is ok with both choices
One choice is more preferred by the student
Non-punitive
Think about ways to adjust or alter the task

Example

Give option to:

Complete the evens or odds/front or back
Use pencil or pen for the next activity
Work with a partner or the teacher

Non-Example

“You can do your work now or at recess.”

Private Redirect

Description

Brief, clear, private verbal reminder of the expected behavior
Re-state expectation
Kind, quick and calm

Example

Teacher stops to talk with a student who is drawing on the desk instead of working on the task. The teacher privately reviews what the student can do when unsure of how to get started, then moves on.

Non-Example

Publicly redirect in front of others to put cell phone away during class.

Nonverbal Cue

Description

Non-verbal, non-aversive techniques
Teacher is aware of the behavior and prepared to intervene (if necessary)
Praise the student when he/she is following the expectation

Example

As the teacher is going over the objectives, he notices a student who is off-task. While continuing to teach, he redirects the student by pointing tot he Chromebook and then the classroom screen.

Non-Example

Glaring look at the student

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