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The One with: Defiant Behavior (Tier #1 ((Why: Increase compliance.…

- - - - Why: To provide students with a cool down time, Can help students to “reset” and return to a task fresh, Helps break up monotonous tasks, assignments, activities, etc, Helps students to refocus on the task at hand.
        
        Have Student Take Frequent Breaks Or Activity:
        
        When: When a student gets off task and is beginning to be disruptive but not problematic. When a student is distracted. When a student is refusing to follow a directive. When two or more students are engaged in conflict, argument, or are just getting annoyed with one another.
        
        How: Identify the student(s) in need of the break or have the whole class participate. Ask the students to stop why they are doing, stand up, and do 10 jumping jacks, stretch their arms and legs, roll their necks, jog in place for 10 seconds, dance for 10 seconds, etc. Ask students to stop what they are doing and look out the window while seated for 30 seconds to see how many birds they see flying. ETC...
  - - - When: When students get fidgety, antsy, or need a momentary break. When a student is easily distracted and is frequently losing focus. When students begin to complain, whine, etc.
        
        Why: Some students find sitting stifling and constricting which can result in defiance, acting out, and decrease in work productivity. Increases focus, attention, and effort. Helps “reset” some students. Provides breaks and changes in routine.
        
        Alternate Seating In Own Space:
        
        How: Explain to the student that staying in their seat isn’t as important as doing work. Provide the student with choices, like standing while working, sitting on feet, on their knees, or similar configurations that will not be too distracting to other students. You can place tape around the perimeter of desk and show student that he/she can get up as long as they don’t go outside the boundaries of the tape.
- - - - Why: Increases motivation, buy-in, and effort. Improves behavior and academics. Helps reinforce positive behaviors and expectations.
        
        When: With oppositional and defiant students. When students are impulsive. When students frequently break the school and classroom rules. When a student refuses to do work or follow behavior guidelines.
        
        Reward System:
        
        How: Earning free time for meeting expectations. Earning privileges for meeting expectations. Small items as rewards for following rules and procedures, including stickers, erasers, trinkets, pencils, crayons, snacks, drinks, books, candy, etc.
    - - Non-Verbal Cues & Signals:
      - Why: Is discrete and quick. Easy to do and effective. Saves class and instruction time.
      - When: As a form of redirection from misbehavior, talking, off task behaviors, etc. When a student is losing attention and focus during times of instruction or independent work.When a student is not following classroom/school procedures.
      - How: 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.
    - - Why: Provides the student with the full attention of an adult. Allows an adult to give a student undivided attention.Increases specificity of interventions and supports and tailors them to the student.
      - When: When a student needs more privacy than a teacher can provide in the classroom. When students need more specific and individualized help, solutions, and plans to address issues. When a student’s needs are greater than those the teacher can provide in the classroom setting.
      - Counselor Referral:
      - How: Be vigilant of students abusing counselor referrals as a means to avoid work or something else. The counselor may also come to the room to retrieve the student. Counselors visits can be planned or spontaneous, depending on the situation. The student may pick a day and a time of the week to attend those sessions, or they may occur due to an incident in the classroom and so they get sent down to the office with a note explaining the situation.
- - - - Why: Helps student to feel like someone “has their back”. Increases student morale. Source of accountability, encouragement, support, and advocacy.
      - When:When students are unsuccessful academically or behaviorally. When other intervention seem to fail. When a student does not seem to have any significant connections to learning, academics, behaviors, etc.
      - Mentoring:
      - How: Mentors should be voluntary. Keep the student with one mentor, don’t switch around. Mentors should be supportive, encouraging, and engaged. Mentors only need meet with a student once a week for 15 or so minutes.