Planned Ignoring

At times, students may engage in attention seeking behavior. If the adult involved has a strong relationship with the student, planned ignoring may be effective.
If the adult involved does not currently engage with the student in a positive manner throughout the day, then other strategies should be considered as planned ignoring may escalate behavior.
Planned ignoring is used to decrease undesirable behaviors that are typically used to gain your attention.
Ignoring a student’s behavior involves withholding attention.
That means no touching, looking at, or talking to the student at this time.
You may need to leave the area or attend to something else at this time.
- NOTE: Saying “I’m not talking to you” is not ignoring.
The first few times you are ignoring a particular behavior, it may be helpful to let the student know that when they engage in appropriate behavior you will attend to them. This helps the student know what is expected of them.
- Ex. “When you are done yelling I will talk to you,” “When you are quietly raising your hand I will call on you.”
- NOTE: Only give this type of prompt once.
- NOTE: Not all behaviors may be appropriate to utilize planned ignoring due to the level of danger.
If the student engages in dangerous or aggressive behavior, you should respond. However, the response should be neutral and just a means to redirect the student to safety. If appropriate, resume planned ignoring of the behavior once there is no risk of danger.
Wait a few seconds after the undesirable behavior stops and then deliver attention to the student.
You can also praise the student for engaging in more appropriate behavior.
- Ex. “I like that you waited quietly for me to come help you.”
- NOTE: Inconsistent use of this strategy may inadvertently increase the student’s behavior.
- NOTE: If you are consistent in your response to a behavior, it may increase or get worse initially as the student is trying to increase their attempt to gain your attention or access desired item/activity.

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Planned Ignoring

At times, students may engage in attention seeking behavior. If the adult involved has a strong relationship with the student, planned ignoring may be effective.

If the adult involved does not currently engage with the student in a positive manner throughout the day, then other strategies should be considered as planned ignoring may escalate behavior.

Planned ignoring is used to decrease undesirable behaviors that are typically used to gain your attention.

Ignoring a student’s behavior involves withholding attention.

That means no touching, looking at, or talking to the student at this time.

You may need to leave the area or attend to something else at this time.

NOTE: Saying “I’m not talking to you” is not ignoring.

The first few times you are ignoring a particular behavior, it may be helpful to let the student know that when they engage in appropriate behavior you will attend to them. This helps the student know what is expected of them.

Ex. “When you are done yelling I will talk to you,” “When you are quietly raising your hand I will call on you.”

NOTE: Only give this type of prompt once.

NOTE: Not all behaviors may be appropriate to utilize planned ignoring due to the level of danger.

If the student engages in dangerous or aggressive behavior, you should respond. However, the response should be neutral and just a means to redirect the student to safety. If appropriate, resume planned ignoring of the behavior once there is no risk of danger.

Wait a few seconds after the undesirable behavior stops and then deliver attention to the student.

You can also praise the student for engaging in more appropriate behavior.

Ex. “I like that you waited quietly for me to come help you.”

NOTE: Inconsistent use of this strategy may inadvertently increase the student’s behavior.

NOTE: If you are consistent in your response to a behavior, it may increase or get worse initially as the student is trying to increase their attempt to gain your attention or access desired item/activity.