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The Chatterers (Scenario Chatty Cathy and her friend Conversational Carl…

- - - - Strategies
        
        The student is told to go to the reflection center
        
        The teacher explains briefly to the student why they are being sent and what behaviors or rules they were breaking
        
        The student is withdrawn to reflect on his/her behavior and completes the Reflection Sheet, discussing it with the Teacher after it is completed
        
        A desk set apart from the other students may serve as a reflection center
        
        When sending a student who is exhibiting appropriate behaviors and is following the rules, the student may share with the class what behavior and expectation they were “caught” doing correctly. Additionally, these students may receive a small reward or a sticker toward a reward
      - We learn from reflecting on experiences, good and bad. A Reflection Sheet is a very effective tool to use when a student is displaying unacceptable or acceptable behaviors and can be used in conjunction with the Class Rules. The sheets can be used to help correct undesired behaviors or, alternatively, to reinforce those students following the rules and exhibiting expected and desired behaviors
    - - This intervention is a quick method to de-escalate a student and prevent students from gaining attention from the class and reduce embarrassment to the student. It is also keeping the teacher in a calm state of mind when talking to the students. It increases or improves the teacher/student interpersonal relationship.
      - Strategies
        
        In a calm, neutral, non-threatening manner, ask to speak with the student in the hall
        
        Stand away from the door out of the line of sight of the class
        
        Give the student choices if they will not go into the hall, for example, “Johnny, please step into the hall with me or go to the office”
        
        Use a quiet voice in the hall to avoid disruptions to others and to keep the interaction with the student calm
        
        This technique takes a lot of patience, support, self-control and self-talk
        
        Be aware of your own physiological cues to getting angry, annoyed, offended, disrespected and frustrated
        
        Always provide consequences to students in the most non-emotional state possible
    - - Behavior Chart
  - - - This intervention provides more intensive intervention and monitoring. It will increase support around student and provides an individualized plan for success. This also helps to address specific issues in a specific manner. It involves teachers, support staff, the student and parents actively.
      - Strategies
        
        After tracking the behaviors, you may or may not choose to perform a Functional Behavior assessment, which takes the behavior data and helps you to analyze it and decide on why the student may be engaging in the behavior
        
        After tracking and analyzing the behaviors function, utilize one of the behavior plan forms below to create a plan as to which specific behaviors you will address and what specific interventions and class supports you will provide to address the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent
        
        Meet with the student, teachers, parent, and support staff to review the behavior plan, giving copies to everyone and having everyone sign the plan
        
        Implement the behavior plan for 2-4 weeks, using a data tracking tool below to track progress, and then meet with the team again (student, teachers, parents, support staff) to review progress and make any necessary changes
        
        Regular reviews of the students’ progress and adjustments to the plan should occur about every month
    - - Behavior Intervention Data Tracker
  - - - This intervention provides students with more one on one help and support. It is a more structure and consistency intervention to hold students accountable on a daily basis.
      - Strategies
        
        Utilize a daily behavior form, chart, or report card
        
        Decide on the main problem behaviors and put these on the chart
        
        Explain the procedure with the student
        
        Rate the student for each period, hour, etc in the areas you decide to put on the form or chart
        
        Send a copy of the chart or a form home for the parent to sign and review with the student, either daily or weekly
        
        Depending on the form you use, you may give the student a new form each day or the form may have space to rate the student for the week or month
        
        Review the student’s daily behavior and marks with them in a productive manner, discussing how they felt they did, why, and what to change or do differently the next day
    - - Daily Check in and Check out Data
- - - - This intervention provides powerful instances to teach alternative behaviors and expectations. The child generates the consequence themselves and sees a direct relationship between their behaviors and actions and the effects of them. They learn by doing
      - Strategies
        
        Use a calm and neutral tone when speaking with the students
        
        Ask the student about what they did and the result
        
        Have the student explain the connection between their actions and the outcome, cause/effect
        
        Ask the student what they will do differently next time
        
        Emphasize what happened when they did the behavior and why the rule about the behavior is in place because of this
    - - Strategies
        
        Use a calm neutral tone with parents to avoid arguments, blame games, and power struggles
        
        Describe the behavior clearly and with detail
        
        Explain what you have already tried to address the behavior
        
        Do not dwell on blaming the parent for the child’s behaviors, rather focus on solutions, whether on the child’s part of the parent’s
        
        Ask the parent for their input and ideas to get them involved
        
        Always say something positive about the child or something they did well
        
        Have the child’s grades, behavior records, and the specific data ready in front of you when you call
      - This intervention provides parents with direct & accurate info on a child’s school behaviors. It helps to keep issues, situations, and circumstances clarified. This will build rapport, trust, and open dialogue between school and home. Some kids respond very well to calls home.
    - - Tier 1 Intervention General Tracking Form
  - - - Strategies
        
        Rate the student for each period, hour, etc in the areas you decide to put on the form or chart
        
        Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly
        
        Depending on the form you use, you may give the student a new form each day or the form may have space to rate the student for the week or month
        
        Explain the procedure with the student
        
        Review the student’s daily behavior and marks with them in a productive manner, discussing how they felt they did, why, and what to change or do differently the next day
        
        Decide on the main problem behaviors and put these on the chart
        
        Utilize a daily behavior form, chart, or report card
      - This intervention provides students with more one on one help and support. It holds students accountable and promotes self-responsibility. This is a more structure, routine, consistency, and organized way to increase student motivation and improves school and home communication.
    - - Behavior Chart or Report Card
  - - - Strategies
        
        Develop a formal or informal agenda for the meeting
        
        Politely state the expectations for conduct during the meeting, like no swearing at one another, yelling, rudeness, and explain that if someone becomes too disruptive, they may step out for a moment to gather themselves, but if the issue continues, the meeting will be adjourned and rescheduled
        
        Try to remain on topic, addressing all the major and most important points
        
        Set time limits for the meeting, adjourning if it runs too long and setting a day and time to continue the meeting
        
        Have tissues available, water, etc
        
        Have all relevant parties present, like teacher, social worker, counselor, administrator, parent, guardian, etc
        
        Keep notes of the meeting, emailing or sending them out to all participants
        
        Have all relevant documents ready with a copy for each person at the meeting, like behavior plans, student contracts, functional behavior assessments, data tracking forms, etc
        
        Always use a calm and neutral tone with parents to avoid instigating conflicts, reminding all school staff to do the same
        
        If someone becomes overly emotional, adjourn the meeting and set a day and time to resume
      - This intervention provides constant, updated, and relevant information for managing behaviors in school and at home. It provides valuable data and information on updating behavior plans, functional behavior assessments, and other behavior modifications and interventions. This keeps home and school on the same page and prevents students from telling their parents one thing and the school another, pitting the two against one another.
    - - Behavior Intervention Data Tracker