Response Strategies

Most behavioral interventions are implemented proactively in order to prevent the challenging behavior from occurring. However, if the behavior does happen, response strategies can be used to make the challenging behavior less effective. It’s important that response strategies not be used in isolation. Traditionally, negative behaviors have been followed by punishment. However, the most effective responses are part of a broader plan that includes proactive interventions like antecedent strategies to meet the student’s needs. Response strategies can also be used to promote the positive, prosocial behavior that the student is learning.

Attention

Reinforce for appropriate attention-seeking behavior
Praise other students who are meeting expectations
Stay neutral: Ignore the challenging behavior (not the student)*

Tangible

Offer alternatives when denying requests
Redirect student to other appropriate item/activity
Do not provide access to the item/activity after challenging behavior*

Escape

Reinforce for task engagement
Offer a sensory or cool down break
Do not allow escape from the demand after challenging behavior*

Sensory

Redirect to appropriate sensory items/activities

*If behavior becomes unsafe to the student or others, provide reinforcement and follow crisis plan in accordance with school or district policies.

Reinforcement

Reinforcement increases the likelihood of a behavior happening again in the future. When the student is engaged in positive behavior such as staying on task, staying in the assigned area, asking for help appropriately, gaining attention from peers appropriately, completing work, transitioning appropriately, etc., it’s very important to reinforce that behavior quickly.

Look at the student preferences compiled on the Student Information Worksheet for ideas for what might be reinforcing for your specific student. Remember, reinforcement can change, so you may need to vary the reinforcement or build choice (e.g., menu or store) into your reinforcement system.

👍 Examples of Reinforcement:

Behavior specific praise: “Great job staying in your seat and looking at the board!”
Tokens: providing a token (sticker, stamp, hole punch, tally mark, point, etc.) for engaging in appropriate behavior and later exchanging them for a reward (e.g., classroom store)
Access to a preferred item: providing time with a preferred item like an iPad, toy, or book.
Access to a preferred activity: providing time to play video games, basketball, or talking with friends.
Access to time with a preferred adult: providing “talk time” with a favorite adult.
Positive call or note home: letting the student’s caregivers know the big win that the student had that day.
Dropping an assignment: removing part or all of an assignment or homework requirement
Break: providing a break or escape from a task or activity

Reinforcement Resources

More Information about classroom reinforcement systems from the IRIS Center: https://iris.peabody.vanderbilt.edu/module/ecbm/cresource/q2/p07/
Downloadable guide to positive and negative reinforcement (it's probably not what you think it is!) from the IRIS Center: https://iris.peabody.vanderbilt.edu/activity/reinforcement-positive-versus-negative/
Need more ideas? The Ultimate List of PBIS Incentives: https://www.pbisrewards.com/pbis-incentives/

Outcomes

If a challenging behavior occurs, these are options that can encourage use of the appropriate behavior in the future and discourage the use of challenging behavior.

Redirection

Provide one verbal “to do” statement telling the student what to do (e.g., “sit in the chair”). Remember that you have to redirect them to something.
Provide attention to other students who are meeting behavioral expectations (e.g., “great job picking up those blocks!” “You are doing such a good job using your walking feet!”
Provide reinforcement as soon as the student begins behaving appropriately. Use behavior specific praise so they know exactly what they did to be reinforced.

Redirecting with Questions

Using questions to redirect behavior in the classroom can be a simple, non-confrontational way to help students get back on track. Instead of giving a command or reprimand, try asking reflective questions like:

“What are you doing right now?”
“What should you be doing instead?”
“What’s our class rule about that?”
“What are you going to do to fix it?”

These types of prompts help the student think through their choices, remind them of expectations, and give them a chance to correct their behavior without feeling called out. It encourages accountability while keeping the tone calm and respectful.

Redirecting with Visuals

Visuals can be a powerful, nonverbal way to redirect students without escalating a situation. Instead of using verbal prompts, you can quietly point to a classroom rule poster, schedule, or visual cue (like a “quiet voice” card or a token board). These reminders can help students refocus without drawing attention to the behavior or interrupting instruction. For some students, especially those who are easily overwhelmed or have difficulty processing language, visual redirection can be more effective and respectful.

"What to do" cards inforamtion and downloads: https://ocali.org/resource_gallery_of_interventions/What-to-Do-Cards

Make the challenging behavior less effective*

The student is engaging in challenging behavior because it works to get them what they want and/or to get them out of the things that they do not want. Adjust your reactions:

Minimal attention (sometimes called planned ignoring): the student may enjoy the big reaction, the lecture, and even the reprimand. All attention can be good attention! While you should never ignore the student, negative behavior can be given minimal attention.
Hold the demand: the student may be getting out of academic work or the classroom altogether. Try to hold the demand so that challenging behavior is less effective in getting them out of non-preferred activities.
Do not provide access to an item or activity: the student may gain or maintain access to something that they want through negative behavior.

*Please Note: Sometimes when you don’t provide the reaction that they are expecting, the student may increase the intensity, frequency, or duration of the behavior. If behavior becomes unsafe to the student or others, follow crisis plan procedures in accordance with school and district policies.

Reflection Sheet

Sometimes called “Think Sheets,” once calm, a student can fill out a reflection sheet with the teacher. Reflection sheets provide a simple tool to determine the potential trigger, choices made, better choices the student could make in the future, and how their choices may have harmed themselves, others, or the environment. The final step is determining how they can attempt to repair relationships and make it right. Typically, these would be logical consequences to their actions. Examples include:

Restoring the environment: If property was misused or damaged, the student could clean the area and restore items to their rightful place.
Apologizing: The student could apologize to those who were negatively affected by the behavior.

Reflection Sheet Resources

Refletion Sheets from PBIS World: https://www.pbisworld.com/tier-1/reflection-sheets/
Stop and Think Sheets from LAUSD: https://www.lausd.org/cms/lib/CA01000043/Centricity/Domain/1106/Reflection_Think%20Sheets.pdf

Alternatives to Suspension

For some students, multiple suspensions from school are not only ineffective, but may also be reinforcing negative behavior, particularly when the student is trying to avoid something at school. If disciplinary action is necessary, consider alternatives to suspension that may be more beneficial for student behavior change.

For more information and options, visit: https://www.pbisworld.com/tier-2/alternatives-to-suspension/

CASE STUDY: Response Strategies for Jordan

Jordan’s disruptive behavior, such as arguing, making noises, or throwing materials, often functions to gain attention or escape tasks. Responding emotionally or engaging in a back-and-forth can inadvertently reinforce the behavior. Instead, planned ignoring means withholding attention for low-level, attention-seeking behaviors that are not dangerous (e.g., eye rolling, muttering under his breath). Once the behavior subsides, immediately use redirection to shift his focus back to the expected task—ideally with a calm, non-emotional tone.

For example, if Jordan begins loudly sighing or muttering when asked to begin work, the teacher might briefly ignore the behavior, then redirect by asking, “Jordan, what’s the first thing you need to do here?” or use a visual reminder like a checklist. This shows that the behavior doesn't lead to escape or attention, but there’s still support available to help him engage.

This strategy respects his need for control (aligned with his trauma background), reduces escalation, and reinforces positive behaviors—all without feeding into the disruption.

Remember that reinforcing Jordan’s positive behavior is key, especially when paired with planned ignoring. By focusing on and rewarding his on-task and respectful actions, we "feed" the behaviors we want to see more of. At the same time, by not reacting to minor disruptions, we "starve" the negative behaviors of the attention they previously earned. This shift teaches Jordan that positive behavior is the most reliable way to get noticed and valued.

Let's look at the specific interventions that we can implement.

Specific Interventions

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Response Strategies