Clear, Consistent Consequences
Clear, Consistent Consequences
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Having clear expectations & consequences....
Allows for clear communication
Gives equity in all understanding expectations
Limits confusion on expectations and consequences of not meeting expectations.
Implementation
Implementation
Overview
A meeting is held prior to implementation with ALL adults that may give consequence to student
A clear set of consequences for when student shows target behavior of concern.
This keeps consistency and prevents a "mom versus dad" outcome
The student is unable to bride, barter, or trick other adults in receiving a different outcome for a particular action.
This creates a plan and consistent plan to extinguish the behavior.
Do NOT argue with student but instead combine with planned ignoring or neutral tone with expression of what consequence is.
Reconvene and record the student's responses and frequency of the behavior as a team.
Core Components
Use of a calm neutral tone
Expectations taught when environment is calm
Expectations and understanding of consequences for not meeting expectations explicitly taught
Proactive Implementation
Setting the expectations of consequences and modeling clarity, transparency, and consistency must happen with student voice. Students who have a say in the consequences and what each actually looks like are much more willing to accept them as fair. This is the utlilization of fair process.
Responsive Implementation
Clear, consistent, and transparent consequences can be given responsively if the groundwork of relationship building & fair process has been established. The educator must calmly and privately present the consequence with an opportunity to allow space to truly understand the why of decision making.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the students should have an opportunity to co-author the behavioral response from both the teacher and their peers.
Skills Training
If the need is skill building then the goal should be to think through what the consequence should be for a specific behavior. This may be done through the use of defining natural and logical consequences.
Awareness
If the need is awareness then an explanation or discussion on the why and the impact on others the actions had before giving a consequence.
Emotional Regulation
If the need is regulation then a reminder and emphasis on the why should be held. The student receiving the consequence may need options to take a break or use a de-escaltion tool. This can be prompted in discussion.
Considerations & adaptations
Considerations & adaptations
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
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
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