TIER II, TIER III & SPECIAL EDUCATION INTERVENTION
First/then statements (Premack Principle, 1965) allow the student to know what is going to happen after he or she finishes the first task. Using first/then statements can reduce anxiety of what is going to happen next. It may also increase task completion by allowing the student to understand once he or she completes the task, he or she will get something desirable. This intervention is best used for difficult tasks for the student or when the student has a strong desire to receive reinforcement.
State what the student must do first followed by a desirable task or activity.
i.e. First math problems then recess
Be clear and concise when using first/then statements
Be consistent when presenting the first/then statement. Don’t change your verbiage when using the statements
i.e. First math problems then recess. First math class then recess outside.
Always present the least desirable activity/task first and then the desirable activity/task
Behavior Intervention Tracking Log
Instruction. Dimension 2.4: Differentiation
Planning. Dimension 1.3: Knowledge of Students