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Disrespectful (Tier I Interventions (Each intervention should be tried for…

- - - - Why:
        Recognizing students for following rules, directives, directions, participating, etc, is one of the most effective tools for managing, promoting, and correcting undesired behaviors. Children respond far much better typically to positive reinforcement then negative. Numerous studies continue to support and validate this social dynamic.
      - When:
        1.For the big and very small things students do correctly/appropriately.
        2.When students are exhibiting appropriate behaviors, following rules, are on task, using materials properly, utilizing their time well, are organized and prepared, do something nice for another, pay attention, etc.
        3.As frequently as possible.
      - How:
        1.Studies indicate a 5:1 ratio, or, 5 confirmations, praise and approvals for every 1 criticism or disparagement.
        2.Give praises even more frequently to problem students.
        3.When a student is seen behaving appropriately, paying attention, being on task, prepared for work, sitting quietly, being kind to others, etc, make a remark to the student about how happy or proud you are to see what they are doing appropriately. You could also say to the student, “Good Job”, “I like what you are doing”, “You are doing __ so well!”, etc.
        4.IMPORTANT! When giving praise, it is essential that you display a positive affect or demeanor while doing so. Express excitement and that you are pleased. This will increase the effectiveness of the technique.
- - - - When:
        When a student is not responding to interventions
        When it is unclear as to why the behavior is occurring
        When a student’s behaviors require a behavior plan
        
        How:
        Begin with a Simple Functional Behavior Assessment (SFBA) by downloading and completing the SFBA form below
        If the SFBA does not yield enough data and insight to determine the function of behavior, download and complete the Intensive Functional Behavior Assessment form available below (IFBA)
        When completing the FBA forms, gather information and data from the student’s records, parents, teachers, and any other staff that work with the student
        Once you have completed the FBA form and have a theory as to the function of the behavior, develop a Behavior Intervention Plan (BIP) based on the data and results from the FBA
- - - - When:
        Discussing topics of sexuality must only be done after parental, school, and other necessary consent and must adhere to local, state, and federal laws, guidelines, and procedures
        
        How:
        Discussing topics of sexuality must only be done after parental, school, and other necessary consent and must adhere to local, state, and federal laws, guidelines, and procedures
- - - - Why:
        Helps motivate overwhelmed students.
        Makes a student’s work seem more achievable.
        Increases incentive to do work
        
        When:
        When a student is slow working
        When a student is struggling and having difficulty grasping concepts or completing work
        
        How:
        Assigning odd or even problems only
        Having a student write some answers and verbally give others
      - Tier 1 Interventions
    - - Self Monitoring
        
        Why:
        Promotes independent and responsible behaviors
        Promotes independence and self esteem
        Increases coping ability
        
        When:
        When students demonstrate other off task behaviors or difficulties attending
        
        How:
        choosing and implementing an intervention or system by which the student can keep track of their own behavior and progress toward the behavioral or other goal.
        The self monitoring interventions may include visual cues, like pictures, gestures, etc by which the student may be reminded to address the behavior indicated for intervention
    - - Teach Relationship Skills
        
        Why:
        Interpersonal skills are an important part of students’ development
        Improves self-esteem
        
        When:
        With students who seem to be “loners”
        With students that are frequently involved or starting or taking part in drama
        
        How:
        Use any opportunity to model and role play relationship skills, like when a student name calls and others choose not to play with them, when a student shares, when a student helps another, etc