Planned Ignoring
Planned Ignoring
Embedded Files
Using planned ignoring...
Allows for a discrete way of extinguishing unexpected behavior
Gives teachers an intentional strategy for addressing student behavior
Implementation
Implementation
Overview
Planned ignoring is the intentional ignoring of disruptive behaviors such as making noises, calling out, and other behaviors of concern that are seeking attention.
An educator will intentionally ignore behaviors and address expectations as a whole group without signaling out a particular behavior of a student.
The teacher will ignore the target behavior, reinforce the appropriate behavior with that student or others demonstrating that behavior in class.
The teacher will ignore the target behavior as long as the student is not a danger to themselves or those around them.
It is important to have a clear boundary with this strategy before implementation.
After the behavior of concern has subsides it is important to reinforce/praise the expected behavior after.
Record the duration of the behavior of concern
Note: It is extremely important to combine this strategy with positive praise or 2 X 10 to give student positive attention while taking away the opportunity for negative attention.
Core Components
Used intentionally for behaviors as a first corrective attempt
Typically used for preselected behaviors
Must be used consistently across all environments
Proactive Implementation
Based on knowing and understanding the dynamics of the classroom, a supervising adult may plan to use ignoring is a specific assignment. This may be done to support skill building of a particular student, group, and classroom or it may be used as a way for a student to practice collaboration/regulation skills without interference within an authentic opportunity.
Responsive Implementation
If a student, group, or classroom is struggling with a specific skill the supervising adult may choose not to confront the behavior. Instead the teacher may ignore the behavior if the function is attention and praise positive examples from other students of expected behavior. This can then be followed up with praise for the target student when they are demonstrating the expected behavior for reinforcement.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may receive positive praise at a higher ratio then other students or for smaller incremental expected behaviors. I.E. I love the way your holding your pencil.
Skills Training
If the need is skill building then the teacher may specifically reinforce the expected behavior being targeted in other students.
Awareness
If the need is awareness then the supervising adult may reference the expectations of the classroom verbally to the entire class and reinforce with praise to other students.
Emotional Regulation
If the need is regulation then the teacher may use planned ignoring for the specific target behavior but may combine with a break pass/prompting the student to take a break without addressing the behavior directly.
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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