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Classroom Disruptions (Disorganized (Forgetful (Create Routines),…
Classroom Disruptions
Disorganized
Frequently Turns In Assignments Late
Color Coded Folders
Not Utilizing own Organization System
Turn Desk Around
Track and Monitor
Frequent Home Contact
Did these Strategies help enough
to where it is not a pressing issue
in the classroom?
YES
Congratulations-
Keep up the work and
periodically monitor progress
and check in.
No
Tier 2
Interventions
Visual Cues
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
Set up a cue with a student for when they would like to participate, volunteer, or when they will be called on to do so or speak or read in front of the class
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
Functional Behavior Assesment
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
LINKS
1 more item...
Individual and Visual
Schedules
How to do it
8 more items...
Forgetful
Create Routines
Difficulty Staying on Task
Break Down Assignment
Frequent Eye Contact
Touch Base with Student
Turn Desk Around
Messy Locker, folder, desk
Organize Materials Daily
Inappropriate Language
Looks LIke
Make inappropriate innuendoes
Make “inside jokes” as indicated by laughing after the comment or words
Use code words or symbolic language to represent something inappropriate
Be sarcastic
Repeat others in a deliberate and patronizing way
Speak to others in a condescending or mocking manner
Use variations of inappropriate words or curse words and phrases, for example, “shat”, “flucking”, “biatch”, etc
Use sensitive words in an insulting or joking manner, like “retarded”, “gay”, etc
Use racial, stereotypical, or culturally insensitive words
Blame others
Many reports from other students
Level 1 Interventions
Try multiple interventions
Each intervention should be tried for a minimum of 4 weeks, & more than 1 intervention may be implemented at the same time
Collect and track specific data on each intervention tried & its effect
If your data indicates no progress after a minimum of 6 months, you may consider moving to tier 2 interventions
Level 1 Intervention Strategies
Flip Cards
Be brief, succinct, and to the point when explaining a consequence
Be consistent, giving a consequence for the behavior every time it happens and without partiality
Have the student explain what they did wrong, and what they will do differently next time
Post a list of the class/school rules in the classroom, having students point to the rule they broke when making them flip their card
Ensure all students are aware of and know the class/school rules, are able to explain them, and can give examples of both following and breaking the rules
Occasionally have the students rehearse/practice what it looks like to follow the rules
Don’t make a huge deal while administering card flips, be matter of fact, direct, calm, and emotionally neutral
Always provide consequences to students in the most non-emotional state possible (If needed, take a time out for yourself before implementing consequences)
Call or Send a note home
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
Data Tracking for Level 1 Ideas
Language Links
Level 2
Interventions
Behavior Contract
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
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, etc.
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.
Behavior Contract Links
Forced Choice Survey
Forced Choice Survey