#behaviorintervention

Do you feel like you’re constantly putting out behavior fires in your classroom? You give consequences, but the same issues keep happening day after day. The truth is, traditional discipline often fails because it doesn’t teach students to reflect on their actions or make better choices. That’s exactly why I created this FREE Love & Logic Behavior Reflection Sheet – a simple but powerful tool…

http://www.intensiveintervention.org/sites/default/files/Yes-No_Chart_508.pdf

Purpose:

Teachers award points to students for “catching” them when they engage in appropriate learning skills (i.e., keeping their eyes on the teacher, following directions the first time, following along with instruction, raising their hand, volunteering to answer questions). Points may be redeemed for access to preferred reinforcers or activities. When implementing any system, the teacher needs to be clear about the expectations and how students are to earn points. Expectations should be concise, stated each time a new activity or task begins, and visually displayed for easy reference. Teachers should reinforce the behaviors they want to increase by immediately attending to them. A reinforcement system should be in place to help motivate students. Reinforcers can be tangible, activity based, social, or intangible.

Implementation Procedure:

Create a chart with “Yes” and “No” columns and rows with specific learning skills (i.e., keeping eyes on the teacher, raising hand, staying in seat).

Establish criteria for success (e.g., 10 “Yes” points and no more than five “No” points).

Demonstrate how points can be earned during instruction by holding a practice session. If there is an individual student who struggles with a targeted learning skill, have him or her model the expected behavior and provide him or her with feedback before the strategy is incorporated within instruction. Peers also can model learning skills.

During instruction, award points to the class for demonstrating the targeted learning skills. Points also can be awarded to an individual student during class-wide or small- group activities.

When awarding points, teachers should explicitly state why they are being earned.

Students should be encouraged to support one another. If individual students are causing the class not to earn a “Yes” point, then the strategy should be individualized.

http://www.intensiveintervention.org/sites/default/files/You-Me-Game_508.pdf

Purpose:

The "You-Me" Game

Have students compete with the teacher to earn points. Points are earned by students when the teacher “catches” them meeting behavioral expectations. Points can be redeemed for access to preferred reinforcers or activities. When implementing any system, a teacher needs to be clear about the expectations and how students may earn points.

Expectations should be concise, stated each time a new activity or task begins, and visually displayed for easy reference. Teachers should reinforce the behaviors they want to increase by immediately attending to them. A reinforcement system should be in place to help motivate students. Reinforcers can be tangible, activity based, social, or intangible.

Implementation Procedure:

Create a chart with “You” and “Me” columns.

Establish criteria for success (e.g., 10 “You” points and no more than five “Me” points).

Demonstrate how points can be earned during instruction by holding a practice session. If there is an individual student who struggles with a targeted learning skill, have him or her model the expected behavior and provide him or her with feedback before the strategy is incorporated within instruction. Peers also can model learning skills.

During instruction, award points to the class in the “You” column when they are meeting behavioral expectations. If a reminder has to be given to the students, award a point to the teacher in the “Me” column. Points also can be awarded to an individual student during class-wide or small-group activities. 

When awarding points, teachers should explicitly state why they were earned. 

Students are encouraged to support one another. If individual students are causing the class not to earn a “You” point, then the strategy should be individualized.

http://www.intensiveintervention.org/sites/default/files/Self_Management_508.pdf

Purpose:

Teaching students to use techniques to monitor and manage their own behaviors can support them with independent regulation of emotions or behaviors. Self-management systems include self-monitoring (e.g., recording), self-evaluating (e.g., rating) behaviors, or both in conjunction with reinforcement strategies. Students need to be taught how to use self-management systems, as well as the purpose of monitoring or evaluating one’s own behavior.

Self-Monitoring:

Identify the problem behavior and an appropriate replacement behavior that can be monitored.

Define the appropriate behavior that will be targeted for monitoring. The behavior should be specific and observable.

Identify a predetermined success criterion (e.g., student will demonstrate the appropriate behavior six times to earn a reinforcer). For older students, this may include a goal- setting component.

Self-Management Collect baseline data and consider where and when the student should use self- monitoring.

 Obtain the student’s cooperation for self-monitoring and teach the student how to record and graph his or her performance. 

Have the student record his or her performance on a self-monitoring recording form. Inform the student that you also will be recording his or her performance to compare results. 

At the end of the time period or day, have the student graph his or her performance and identify whether he or she met the predetermined success criterion. 

If the student met the success criterion, allow him or her to select a reward or reinforcer. 

Self-Evaluation:

After self-monitoring, self-evaluation may be used to help students make judgments about their behavior.

Follow all steps from the self-monitoring steps 1–8. Self-evaluation also may be used by a student to identify how well he or she was able to use a learned strategy.

At the end of the time period or day, compare the student’s self-evaluation with a teacher’s evaluation.

http://www.intensiveintervention.org/sites/default/files/Behavior_Contracts_508.pdf

Purpose:

Students and teachers agree on a common goal for addressing a problem behavior and develop a written agreement. The agreement should be written positively, stating what the student is expected to achieve for meeting the terms of the contract. Contracts should be easy to understand by teachers, parents, and students. Contracts should be for a short duration and be achievable in that time frame.

Implementation Procedures:

Develop a point sheet, behavioral progress report, or CICO monitoring sheet to use along with the behavior contract.

Identify the target behavior with the student.

Identify reinforcers that the student will work to earn (e.g., tell a joke, computer time, an activity, an item from a prize box).

Establish a schedule of reinforcement that is appropriate for student need. Start with more frequent reinforcement and fade over time.

Set a realistic performance goal with the student.

Write down the agreed-upon goal and have everyone involved in the development of the contract sign it.