Keep in mind it's important to include parents in the conversation and collaboration. Phone calls for positive updates and reports of challenges, as well as e-mails are an important component of all behavior interventions.
Specific Behaviors
Aggression
Access to breaks/calming space to regulate
Reminders of tools to use to cope with feelings
Provide rewards for safe body/hands and for regulation
Alternative recess options
Anxiety
Shorten assignments
Break assignments down into chunks
Teach breathing strategies to the whole class
Teach Relaxation Skills
Reinforce Calming Strategies
Allow breaks for drawing, journaling, movement, etc.
Create secret signal for breaks
Ex: thumbs up, wave, peace sign
Encourage interaction with student who is more self-confident
You can be subtle and suggest frequently that a certain student (who you know is confident) work with, play with, help, eat lunch with, or assist a student who is less confident, isolated, withdrawn, or shy
Blurting
Cue on desk
Simple reward system
Count to three before you talk
Whole group reteach and practice
Ignore blurts and reinforce appropriate behavior
Chat time v. Teach time (allow time to talk, but teach)
Using statements such as, "I accept answers from kids who raise their hands"
Defiant
Acknowledge positive behavior
Specific praise when doing the right thing
Avoid power struggles (never argue with their content)
Clear and concise directions
Teach Relationship Skills
Use Choices
Give clear, consistent, predictable consequences
Structured routines
Simple reward system
Teach Relaxation Skills
Reinforce Calming Strategies
Disrespectful
Avoid power struggles (avoid arguing with their content)
Try using reflective listening “I am hearing that you feel this assignment is unnecessary”
Use “I” statements, ie: “I would like for you to make a choice between doing your work at your desk or at another desk.” Rather than “you need to make a choice now about where you are going to do your work”
Talk one on one with student outside
Acknowledge positive behavior
Specific praise when doing the right thing
Teach Relationship Skills
Reinforce Calming Strategies
Teach Relaxation Techniques
Disorganized
Break down assignment and directions
Pause before giving a direction
Ask student to repeat instructions
Provide a container for the student's belongings
Teach and use Executive Functioning Skills language
Find/Assign an accountability buddy
Visual schedules
Color coded folders
Reinforce Calming Strategies
Teach Relaxation Techniques
Following Directions
Whole group reteach
Non verbal cue that a direction is going to be given
Have student repeat direction back to teacher
List of routine classroom directions
Picture of student performing direction correctly
Use of child as model
Additional Tier 1 interventions for Listening and Following Directions
Frustration
Touch base with the student
Provide alternative location in the classroom
Send the student on an errand
Create secret signal for breaks
Ex: thumbs up, wave, peace sign
Avoid power struggles (avoid arguing with their content)
Clear and concise directions
Teach Relationship Skills
Use Choices
Reinforce Calming Strategies
Teach Relaxation Techniques
Inappropriate Language
Acknowledging Positive Behaviors
Avoid power struggle
Call parent or note home
Clear, consistent and predictable consequences
Follow through with consequences
Give a consequence for the behavior every time it happens.
Model appropriate language
When students say inappropriate things, stop them and remind them what the appropriate word or words would be, having them practice it
Simple reward system
Teach Relationship Skills
Use Choices
Lack of Social Skills
Offer alternative modes of completing assignments
Reduce assigned number of tasks
Break down the assignments/directions
Help the student start on an assignment
Touch base with the student
Provide alternative location in the classroom
Send the student on an errand
Assign them a classroom job
Assign a buddy
You can be subtle and suggest frequently that a certain student (who you know is confident) work with, play with, help, eat lunch with, assist, etc, a student who is less confident, isolated, withdrawn, shy
Reinforce Calming Strategies
Take a break
Proximity to student and use positive reassurances
Validate what a student is experiencing: “I know you are frustrated because friendships are difficult”
Normalize the feeling: “I get frustrated when I think something is hard and so do other students”
Instill confidence in student “I know you can do it, how can I support you?"
Lying/Cheating
Acknowledge positive behavior
Avoid power struggles (Don't argue about a lie)
Reflection sheet
Speak in calm and neutral tone
Take away unstructured or free time
Teach Relationship Skills
Talk to parent(s)
Logical consequences
Talk one-on-one with student
Name Calling
Clearly define inappropriate behavior
Model appropriate language
When students say inappropriate things, stop them and remind them what the appropriate word or words would be, having them practice it
Clear, consistent, and predictable consequences
Follow through with consequences
Give a consequence for the behavior every time it happens.
Avoid power struggle
Simple reward system
Teach Relaxation Skills
Call family member or note home
Off Task Disruptive
Clear, consistent, and predictable consequences
Follow through with consequences
Give a consequence for the behavior every time it happens.
Have student repeat directions back
Help student start assignment
Ignore Behavior
Reinforce or reward good behavior from other students
Provide individual work space
Take a break outside
Call family member or note home
Use timer to complete specific tasks
Provide rewards for staying within time frame
Check in/Check out System with student
Rushing Through Work
Offer alternative modes of completing assignments
Have student repeat directions back
Visual schedule
Assign a buddy or partner
Call on student frequently
Have student take frequent breaks, do errand, or active job
Allow student to go outside for break
Student can “reset” and return to a task fresh
Proximity to students
Touch student on shoulder
Use timer to complete specific tasks
Provide rewards for staying within time frame
Practice Deep Breathing Technique
Call family member or note home
Poor Peer Relationships
Assign a buddy in class or mentor from higher grade level
Encourage interaction with student who is more self-confident
You can be subtle and suggest frequently that a certain student (who you know is confident) work with, play with, help, eat lunch with, assist, etc, a student who is less confident, isolated, withdrawn, shy
Help kids set goals with making friends or getting to know others
Ex: Challenge kids to sit by someone new, ask someone about their day, join a game, etc.
Assign group work with various students in group to encourage connections
Talk one on one with student and use positive reassurance
Validate what a student is experiencing: “I know you are frustrated because friendships are difficult”
Normalize the feeling: “I get frustrated when I think something is hard and so do other students”
Instill confidence in student “I know you can do it, how can I support you?"
Somatic Complaints
Touch base with student one on one
Allow student to go outside for break
Student can “reset” and return to a task fresh
Have student take frequent breaks, do errand, or active job
Give choices for activity or task
“You can either do your work sitting at your desk or sitting at the table”
"If a choice isn’t made within 10 seconds, I will choose for you”
Use timer to complete specific tasks
Provide rewards for staying within time frame
Sadness/Depression/Isolation
Touch base with student one on one
Allow student to go outside for break
Student can “reset” and return to a task fresh
Help kids set goals with making friends or getting to know others
Ex: Challenge kids to sit by someone new, ask someone about their day, join a game, etc.
Offer alternative modes of completing assignments
Reduce assigned number of tasks
Break down the assignments/directions
Reinforce Calming Strategies
Practice Deep Breathing Technique
Call family member or note home
Unmotivated
Assign a buddy or partner
Assign a classroom job
Create schedule for daily tasks
Call on student frequently or ask if they want to do it first
Have student repeat directions back
Have student take frequent breaks, do errand, or active job
Praise for good attitude and voluntary involvement
Check in/Check out System with student
Upset/Crying
Allow student to go outside for break
Student can “reset” and return to a task fresh
Move student to calm down space in classroom
Talk one on one with student after cool down
Reinforce Calming Strategies
Practice Deep Breathing Technique
Call family member or note home