Mentor-Based Support consists of assigning an adult mentor to provide unconditional positive regard and feedback to a student. Examples include programs like Check In Check Out. There are multiple behavior components to consider in this support, including behavioral momentum, precorrection, performance feedback, positive reinforcement, and goal specification and attainment.

Simple Mentoring

Mentor meets with student once or twice per week
Mentor is there to be a positive role model - doesn't provide precorrection
Mentor is able to have a large mentoring caseload

Structured Mentoring

Check In Check Out

Mentor meets with student on a daily basis
Mentor pre-corrects problem behaviors
Daily ratings of behavior performance
Limitations with regard to the number of students a mentor can manage

Steps to Structured Mentoring

Check In

At the beginning of the student’s day, mentors should greet students positively and help students ensure they are ready for their day. This is the chance to pre-correct problem behaviors, remind students of the expected behaviors, and provide reminders about possible rewards that can be earned. Mentors should also provide students with a monitoring chart to be completed throughout the day.

Feedback

The mentor and/or classroom teacher should monitor student progress through the day and prompt the student to engage in the expected behavior. Reminders of the reward to be earned should also be provided along with non-emotional feedback regarding behaviors.

Check Out

Mentors should greet students positively and deliver any earned praise or rewards. If feedback about negative behaviors is required, this should be done in a non-judgmental way. This is also the time for students to calculate the results of their monitoring chart.

Family Feedback

Families can be encouraged to celebrate successes at school. If necessary, families should deliver consequences based on school behavior and provide encouragement for a better day tomorrow.