• • Proactively teaching students what the expectations of the classroom environment are and transparently informing them of what happens when they are not meeting the expectations, allows for fair process to occur. Students will be more understanding of their consequence such as short term loss of privileges. 

• • Responsively implementing short term loss of privileges requires transparency and communication. The supervising adult must conference with the student about the implementation of this intervention and give clarity on the duration, expectations, & steps during the implementation period to return to class wide privileges. 

• • 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