Behavior Response Cards
Behavior Response Cards
Embedded Files
Using behavior response cards...
Establishes and maintains relationships
Supports rapport building
Promotes shared ownership of interactions
Implementation
Implementation
Overview
The teacher provides a student or class a notecard of common classroom behaviors that may be demonstrated.
These behaviors could be target behaviors for students utilizing a behavior support plan.
The student then writes how they would like the adult or others to respond to the target behaviors.
Sample prompts may include
How do you want me to respond when....?
I am off task
I am disruptive
I am calling out
Core Components
Each student receives the card and is able to respond accordingly
Processing and conferencing occurs after the cards are finished to discuss what each response actually looks like for the student.
Proactive Implementation
Proactively implementing the Behavior Response Card may look like providing all students the card and collecting the information at the beginning of the year or semester.
Responsive Implementation
Responsively implementing the Behavior Response Card may stem from a need to understand or think through responses to different student behavior. Current responses may have resulted in a form of escalation.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may share with others or combine with a circle strategy to discuss how they like to be addressed with their peers.
Skills Training
If the need is skill building then the card may support building the skill of communication. The student may keep the card and be prompted with how to respond to the response.
Awareness
If the need is awareness then the supervising adult may lead with a statement that reminders the student in a neutral tone that this is the method they had asked to be responded to.
Emotional Regulation
If the need is regulation then the response may include communicating with the student to take a sensory, regulation, or coping break.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
Page updated
Report abuse