Complete Unfinished Work during unstructured time
Complete Unfinished Work during unstructured time
Embedded Files
Completing unfinished work during preferred or unstructured time...
Connects action to consequence in a logical way
Prevents a possible power struggle
Maintains expectations
Implementation
Implementation
Overview
Teacher may create a shared classroom expectation that if a student does not complete an assignment AND did not accept help when it was offered or the function of the behavior was to escape the demand then a student may have to stay to complete a given assignment during unstructured time such as lunch, recess, or transitions.
The student should be allowed to immediately return to their peers when the assignment is finished during that time.
The teacher should also have a conference with the student about understanding why and what can be done proactively to support.
Adult will explain using interventions such as If/then statements a consequence of completing material during undesired time such as recess/lunch, before/after school, etc if a task is not completed.
Core Components
Clearly defined logical consequence
Inform students on the consequence of not completing work in their class.
Follow through on the consequence.
Hold only for the time the student missed. (If student missed 20 problems and finish those problems with 5 minutes remaining of recess then let them go out for those 5 minutes.)
Proactive Implementation
Setting the expectations that any unfinished work that is not completed within an allotted time will be completed during transitions or unstructured time allows for a clear consequence for lack of completion due to distraction.
Responsive Implementation
If a student is consistently not completely work due to disengagement or distractions they may require completing work during unstructured times. This offers the student and adult time to connect.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may use this time to connect with the supervising adult to determine why the student isn't completing the work and seek to understand how to support.
Skills Training
If the need is skill building then the student may use this time with the supervising adult to work on specific skills that has creating a barrier to completion of work. This may lead to the addition of scheduled breaks or other strategy.
Awareness
If the need is awareness then the strategy may be combined with the use of a timer to generate how much time is spent off task and conferenced with the student during this time.
Emotional Regulation
If the need is regulation then the student may use this time to practice coping/regulation strategies for future use.
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
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