Please enable JavaScript.
Coggle requires JavaScript to display documents.
Negative Behaviour: Off-task and Disruptive (Tier 1 Strategies (Clear,…
Negative Behaviour: Off-task and Disruptive
Tier 1 Strategies
Help Student Start Assignment
Take a blank sheet of paper and cover up every item other than what you want the student to complete. After they complete that, teach them to move the sheet down
Determine what might be hardest/easiest for student. Have them do the easy items or the hard items first, which ever they prefer
Place one or a couple of items or problems per page. When the student completes a page, they walk up to place it in a tray or folder and retrieve the next page. They continue in this manner until the assignment is compete
For items with multiple part questions, have the student separate each part or question of the item into individual lines, having them focus on them one at a time
Praise when on-task
Make praises specific, personalized, and individualized
When delivering praise, use direct eye contact, positive demeanor, open body position, and get to the level of the student if possible
Praise can be done either quietly or if the student is motivated by peer approval, can be done in front of the class
Praise can be verbal or physical (like pat on the back, fist pump, head nod, hop, jump, etc)
Clear, consistent and predictable consequences
deliver consequences with a neutral emotional stone, remaining calm and collected and avoiding matching the potentially escalated state of the student.
Be brief, succinct, to the point, and avoid lecturing when giving consequences
Deliver the consequence, expectation, etc, and then walk away
Give a consequence for the behaviour every time it happens and avoid partiality
Always give the same consequence or group of consequences for the same behaviours
Keep a visual list in the classroom of the consequences
Discuss the consequences with the students occasionally, ensuring they understand and know what the consequences are, why, and what for, having them give examples and repeat them back
Always make sure the student knows why and what they are getting the consequence for
Tier 2 Strategies
Peer tutoring
Peer tutoring may be done as a structured and routine procedure or on an as needed basis, depending on the students needs and peer tutors
Peer tutors should be those students that are capable of working with others well and who grasp the concepts and ideas well enough to explain to others
Peer tutors may rotate from one student to another or remain with one student for a longer period, for example a card marking
Teachers should always ensure the peer tutors have grasped the concepts themselves before moving on to help others
Reward System
Token economy where students earn a token, check mark, sticker, etc for meeting predetermined goals, which they can use to buy or earn a reward after a certain number
Earning privileges for meeting expectations
Praise for performing expected behaviors
Earning free time for meeting expectations
Positive notes sent home for demonstrating good behavior and meeting expectations
Non-verbal cues and signals
Meet with student individually to identify with student how you and they should communicate in a special way
Have student, as much as possible, pick the sign to use
Practice with the student and explain when you notice they might need some re-focus, you will show them the sign
Use cues like smiles, thumbs up, shaking head “yes”, etc to praise students for correct behaviors, participation, volunteering, etc, or to reassure them and encourage them
Use simple cues like shaking head “no”, raising eyebrows, giving a “one minute” finger signal, etc to redirect students, give directives, etc
Tier 3 Strategies
Self monitoring
There are many ways to implement a self monitoring system or intervention with students, but basically, the technique involves sitting down with the student, defining the behavior(s) to address, and 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
Checklists and charts may be used by students to keep track of their behaviors
Indicators, where the student, when they see or hear something, know they need to address the behavior
Student may create notes to themselves
Students may look for triggers that cause the behaviors, avoiding these triggers or being aware they are present
Daily Behaviour Chart
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 form home for the parent to sign and review with the student, either daily or weekly
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, etc.
Structured time out
Choose a specific spot in the classroom and always use that same spot
Provide some kind of timer or way to measure the time in time out
Have the student practice taking a time out before implementing the strategy
Provide rules for taking a time out, like no talking, bothering others, standing, making noises, what happens if they cannot appropriately complete a time out, etc
Explain to the student what they will receive a time out for
Keep a log of timeouts for data tracking and analysis
Data Tracking
Point System
Visible for all students
Points for positive behaviour, removal for negative
Simple rewards
Stickers
Personal time with choice eg. books, educational games, journal entry etc
Record Keeping eg. Excel sheets