Identify what behaviors students will earn rewards or incentives for displaying and make a list of these behaviors, posting them in a place where everyone can see them

Determine how to track each student’s progress toward rewards through a star chart or other charting system

Reward at the end of each day or week, having those students who qualify choose from the reward list

Establish a structured consistent routine and write it on a poster for how, where, and when students will carry out the consequence

Give student choices, like to stop behaving poorly and finish a certain amount of the assignment or they will have to finish it later during recess

Use a calm neutral tone with parents to avoid arguments, blame games, and power struggles

Common classroom techniques include active supervision, clear, consistent, and predictable consequences and rewards, use of various teaching strategies, active listening, setting and teaching positive behavior expectations, establishing and reviewing classroom schedule, routines, and rules, etc

Mentors should not set out to “fix” the student and all the student’s issues

The student/mentor relationship is all about connecting and establishing a rapport and trusting relationship

Decide on the main problem behaviors and put these on the chart

Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly

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

Teachers can have peer tutoring daily, weekly, monthly, or as needed, etc

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

Students may look for triggers that cause the behaviors, avoiding these triggers or being aware they are present

You may use a system, like names in a hat, sticks with names, etc, or randomly call on students

Frequently call on students or groups of students that are off task, misbehaving, being distracting, etc.

Do not call on students who may be withdrawn or isolated due to anxiety about being called on or pointed out in front of the class without setting up a plan with that student first

Talk in private with the student that will serve as the role model about what you would like them to do and why you are partnering them up

Talk in private with the student who needs the partner or buddy, explaining that they will be partnered up with another student and why

Vary your teaching that will allow you to walk around the classroom

Either read the instructions and questions on the survey to the student, writing their answers in, or have the student complete the survey on their own, giving assistance and reading directions as necessary

Once the survey is complete, simply tally up the results in the scoring section at the end and utilize the results to develop a reward system, behavior plan, etc

IMPORTANT! You MUST get written consent & permission from the student’s legal guardian before proceeding with school counseling services

For planned referrals, have the student set up a day or days and times to meet with the counselor ahead of time and provide the student with reminders

Always use a neutral tone and do not allow yourself to be drawn into power struggles.

Alternatives may be discussed with a student or students before implementing them

Give the student the Forced Choice Survey 1 to determine what type of reward they prefer and will be most likely to work toward

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

Have all relevant parties present, like teacher, social worker, counselor, administrator, parent, guardian, etc

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

When students display positive or productive behaviors, actions, skills, characteristics, etc, or appear to need some encouragement, etc, verbally praise the student and/or give them a high-five, pat on the back, clap, exclamation, cheer, hop, etc

Praise can be done either quietly or if the student is motivated by peer approval, can be done in front of the class

When delivering praise, use direct eye contact, positive demeanor, open body position, and get to the level of the student if possible

Speak with the student(s) you want to assign jobs to and emphasize how important the job is and their participation

Use jobs as an opportunity to give a lot of positive praise and attention

Give the student choices, presenting them with several jobs to choose from

Provide the student with two or more choices that you will fully accept

Have the student decide in ten seconds, or you will choose for them

The program consists of students daily checking in with an adult at the start of school to retrieve a goal sheet and encouragement, teachers provide feedback on the sheet throughout the day, students check out at the end of the day with an adult, and the student takes the sheet home to be signed, returning it the following morning at check in

Meet with student individually to identify with student how you and they should communicate in a special way

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

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

Use one or more “Data Tracking Forms” to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc