Positive Behavioral Interventions and Supports
13: Behavioral Expectations
Children need to know what's expected of them in every setting they are in. Expectations work best when they are positively-stated, visual, clear, appropriate for the level of the student and posted. They should be used to increase wanted behavior by the adult noticing and commenting when student's are following the rules. Even though it feels repetitive, review them daily or as often as needed
Building Classroom
On-line Platform
General expectations of how to be an online learner should be provided.
Also detailed for all components of the online platform.
Available in a variety of ways (e.g. printed out, ppt @ the beginning and throughout, posted in resources, etc.)
Remote Learning
Behavioral Expectation Tools
14: Error Correction Procedures
Used when expectations are not followed.
Building Classroom
Letting a student repeatedly make a mistake does not teach them.
Prevent mistakes and allow more opportunity for reinforcement.
Reteach skills that need to be taught.
On-line Platform
Use frequent checks for understanding (i.e., use thumbs up, word in the chat, etc.).
Use simple “my turn” where you share your screen - then a “your turn” where they share their screen or you watch via their video
More complex or time consuming corrections will need to be via staff office hours or 1:1 break out room/time. This way private practice and feedback may be provided
Remote Learning
Students prefer to know when they are wrong.
A guardian’s dynamic is different from a teacher - student dynamic. Establish how to correct your child early.
15: Positive Feedback
Is most effective when it is specific and provided at least 3 times more frequently than corrective feedback or prompting. Providing it at least 5 times is even better!!
Building Classroom
On-line Platform
Teacher verbally supplies
Types in chat
Emails to students
Remote Learning
Positive feedback can help caregivers successfully navigate challenging situations
16: Reinforcement Systems
These are used for students who require additional support to increase engagement and independence in task routines and activities.
Building Classroom
Students should know in advance what they are working for by using choice boards/lists.
Reinforcement distribution varies according to student’s needs.
Can be individualized to incorporate student’s interests.
Should be for specific behaviors that are posted and encouraged.
On-line Platform
A “whole class” system focused on the level of support that the student most in need requires may be used.
If necessary, individual systems are created and developed between the home and school.
Adult support may be utilized to provide a system only to the student who requires it.
Self-monitoring (e.g., ASD on the Go) or reward technology (e.g., reward apps) may be utilized
Remote Learning
If tangible items or activities are used, they should be reserved for remote learning and not something the student has access to at other times in the home setting.
17: Choice-Making and Flexibility
Throughout the entirety of learning time the opportunities for choices are numerous and embedded within all activities. This may mean more flexibility for staff and guardians.     
Building Classroom
On-line Platform
Choice in project completion
Choice in listening, watching, reading
Remote Learning
Choice Making and Flexibility Tools
18: Proactive and Preventative Strategies
Are clearly evident to increase engagement and prevent challenging behaviors
Building Classroom
Students have access to all of the school and classroom’s tier 1 supports.
Tier 2 supports are used when needed.
On-line Platform
Learning Platform System rewards (ie. Badges in moodle or Schoology)
State and restate expectations when different activities occur
Teach online routines and practice them
Remote Learning
More positive feedback is given than directions
Schedule is referenced and updated throughout the session as tasks are completed
Time for processing is given
Parent/Caregiver has a plan for the day
Proactive and Preventative Strategies Tools
19: Break Procedure
There are different types of breaks. It is important that breaks are specified and implemented consistently to assist students with self-regulation. Students are supported to independently initiate and return from break so that they can start to self-identify when they need one and ask to take it.
Building Classroom
There are more than one type of break - be clear on which one the student is using
Model, allow time for practice before student needs it
Designate a specific break area
Designate what the student can do (avoid reward activities)
On-line Platform
Include a break icon or discuss that students may step away from the group
Utilize a breakout room if needing a break.
Recommend using non-contingent breaks
Remote Learning
Recommend using non-contingent break
Model, allow time for practice before student needs it
Designate a specific break area
Designate what the student can do (avoid reward activities)
20: Differential Reinforcement
This is the strategy of using more reinforcement for difficult or new tasks and less reinforcement for easy or well-established tasks. It is best when used in a consistent manner to reinforce expected behaviors and remove reinforcement for challenging behaviors.
Building Classroom
On-line Platform
It is not easy for one person to provide DR to a large virtual class.
Recommend having a second person to assist watching and delivering
21: Responses to Challenging Behavior
are emotionally neutral and non-punitive, and incorporate more frequent use of visual supports than verbal interaction. Adults quickly and consistently follow a documented behavior support procedure or individual behavior plan.
On-line Platform
Technology is not used to control the student’s behavior (i.e., muting them)
Least restrictive strategy is used to re engage student
Emphasis is on teaching them online skills
Remote Learning