Loss of Privileges

Loss of Privileges....

- Creates an understanding that with every choice there is a consequence either positive or negative.
- Reinforces expected positive student behavior.

Implementation

Overview

- Loss of preferred time such as lunch/recess, additional privileges, extracurricular activities, escorted bathroom breaks, escorted transitions, etc
- Distinguish between privileges and right should be made
- If there is even a possibility of loss of privileges for one that expectation should be known from the beginning. (No Surprises)
- Use reflection and conferencing during lost time to repair and create understanding

Core Components

- Used when a consequence is necessary to reinforce expected positive student behavior
- Must be logical and not punitive
- Processing must occur
- Parent contact must be made
- This should NOT be used frequently
- Instead it should be framed as things need to be earned
- Full portions of time should NOT be taken instead limit time to only tasks that need to be completed.

Proactive Implementation

- Clear guidelines are co-authored with students at the beginning of the year that establish the consequences regarding loss of privileges if certain behaviors occur. The student must have say in what each of these consequences look like.

Responsive Implementation

- After an incident occurs, the students should be aware of the loss of privileges from previous expectation setting. A student conversation is initiated where the student has the opportunity to voice their thoughts. A privileges is lost and a clear explanation why it was lost, what they will do as a replacement, and when the restriction will be removed are clearly communicated.

Bucket Fits

Connection

If the need is connection the privledge replacement should consist of an opportunity to connect with others. This may look like a job that assists other students during this time.

Skills Training

If the need is skill building then during the time the privileges is lost the student should learn and interact with a skill to help support the building the needed skill.

Awareness

If the need is awareness then reflection on the "why" should be the focal point. The student should have opportunities to see/hear the impact of their actions on others including the teacher.

Emotional Regulation

If the need is regulation then the student should utilize the lost or adapted time to work on their coping strategies including possible journaling.

Considerations & Adaptations

Understanding Adaptations

Consider Factors Prior

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

https://raisingchildren.net.au/school-age/behaviour/rules-consequences/loss-of-privilege#:~:text=Loss%20of%20privilege%20is%20taking%20away%20something%20your%20child%20enjoys,refuse%20to%20do%20their%20homework.