Redirection to Activity
Redirection to Activity
Embedded Files
Redirecting to an activity...
Allows for a verbal or non-verbal prompt as a reminder
Increase student awareness and need for focus
Implementation
Implementation
Overview
A redirection to an activity may be a verbal or non-verbal prompt for a student to reengage in the activity
It should not be authoritative in nature
Instead it is meant as questioning how a student is doing in the process or asking if they have any questions about the assignment.
Using a questioning technique that presents from a place of seeking if a student needs support, lowers a change of continued disengagement or power struggle.
A discreet tap on the student's desk may be the gentle reminder that's necessary.
Core Components
Discrete without drawing shame or attention to student
Used as a reminder or awareness tool
Used to support student
Proactive Implementation
Prompts can be rehearsed so that students are conditioned to know how to respond to the redirection and the expectations when a prompt is given. Redirections are treated with levity.
Responsive Implementation
If there is a situation in which redirections must occur then the prompt or cue can be unique to a specific student, group, or class. The prompt or cue can be used when there is situation where a student is starting to escalate.
Bucket Fits
Bucket Fits
Connection
If the need is connection then a specific non verbal or verbal cue will be established with the student. The student input is essential in calling back to the connection between adult and student when the redirection is actually used.
Skills Training
If the need is skill building then the student will focus on a set of steps they should complete when a redirection is used. This may include moving back to their seat, checking their work, etc.
Awareness
If the need is awareness then the student may stop what they are currently doing and move to complete a coping strategy at a designation area in the classroom. The student then will return to the expectation.
Emotional Regulation
If the need is regulation then the student should combine the redirection with a set of regulation tools. These tools could include mantras, totems, breaks, or the use of a fidget.
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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