Well-Known But Seldom Used:
The Top Ten Classroom Interventions for Supporting
Children’s Behavior and Mental Health
Eric P. Hartwig, Ph.D.
Marathon County Children with
Disabilities Education Board
MCSEC Summer Academy/July 23, 2014
I)
INTRODUCTORY THOUGHTS
In the Beginning
Most children start from the same place. The effects of biology, environmental
conditions, learned experiences and specific variables to a child make the
differences we see. Approximately half of preschool children who display
challenging behavior prior to kindergarten maintain inappropriate behavior
patterns well into elementary school years.1
A negative relationship between challenging behaviors and achievement
difficulties may develop through a series of reciprocal process that involves
parents, children and teachers within the context of the home, school and peer
group.2
Children who have not learned the critical social, environmental and behavioral
competencies required for school success, or exhibit these critical competencies at
such a low rate, do not access positive consequences that encourage social
emotional and behavioral growth.
Resistance Levels
Presence
Resistance in the form of
presence or occurrence
in an unauthorized place.
A student in the hall
without a pass.
Verbal
Resistance that is spoken.
Verbal defiance or spoken
refusal to obey.
Passive
Physical
Resistance that is passive
and static in nature.
Refusal to follow an
order.
Active
Physical
Resistance that is active
and energetic in nature.
Pulling away or
running away.
Aggressive
Physical
Resistance directed
against a lawful authority.
A push or a strike that
does not cause injury.
Aggravated
Physical
Resistance intended
to or likely to cause injury.
An attack with a weapon.
1
Campbell, S.B. & Ewing, L.J. (1999). Follow-up of hard-to-manage preschoolers: Adjustment at age 9
and predictors of continuing symptoms. Journal of Child Psychology and Psychiatry, 31, 871-889.
2
Conduct Problems Prevention Research Group. (1992). A developmental and clinical model for the
prevention of conduct disorder: The FAST Track program. Development and Psychopathology, 4, 509527.
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An Aimline Of Emotional And Behavioral Difficulties
School life for many children is inherently difficult. There is a continuous
struggle, not just for biological survival, but for some personal recognition, a
sense of self and personal identity. Clinically significant, challenging behaviors
exhibited reflect “repeated patterns of behavior that interfere with or is at the risk
of interfering with optimal learning or engagement in pro-social interactions with
peers and adults.” 3
Behavioral difficulties often follow a predictable aimline…either in timing or in
content related to a specific event. If children do not find rewarding experiences
and positive relationships in school they often will seek them elsewhere,
potentially in behaviors and relationships that place them at risk.4
Although there are many factors that could explain a child’s behavioral
difficulties in school, most are related in some fashion to the fact that schools are
intensely rule-governed, culturally determined settings that require specific
behaviors and a particular type of engagement that may not have been learned by
all children.5
Children learn to behave or misbehave in ways that satisfy a need or results in a
desired outcome. Inappropriate problem behaviors can become more reliable
because they result in the same consequence most of the time and are often more
efficient because it is easier for the child to engage in inappropriate behavior.6
Identifying Emotional And Behavioral Competence
Most practitioners use a typological approach in analyzing behavior, based on
observable behaviors and emotions with constructs used to describe the behavior.
Empirically derived classification systems provide a schema for organizing traits
or behavior based on observed emotions and behaviors but ignore the function or
purpose of behavior, i.e. Why does the behavior occur? What purpose does the
behavior serve?
3
Smith, B.J. & Fox, L. (2003). Systems of service delivery: A synthesis of evidence relevant to young
children at risk of or who have challenging behavior. Tampa, FL: University of South Florida, Center for
Evidence-Based Practice, Young Children with Challenging Behavior.
4
Catalano, R.F., & Hawkins, J.D. (2004). The social development model: A theory of antisocial behavior.
In: Hawkins, J.D. (Eds.), Delinquency and Crime: Current Theories. New York: Cambridge University
Press.
5
Harry, Beth, Hart, Juliet, E., Klingner, Janette & Cramer, Elizabeth. (May, 2009). Response to
Kauffman, Mock & Simpson (2007): Problems related to underservice of students with emotional or
behavioral disorders. Behavioral Disorders, 34(3), 164-171.
6
Horner, R., Dunlap, G., & Kroegel, R. (Eds.). (1988). Generalization and maintenance: Lifestyle changes
in applied settings. Baltimore: Paul H. Brookes.
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Understanding Resistance
Most behavior management plans rely primarily on the use of consequences to
achieve improvement. These plans are often used without regard to the
circumstances that maintain the problem behavior and arrange punishment
contingencies in a linear fashion to suppress behavior under narrowly
circumscribed conditions. This may continue as a pattern of negative and
reciprocal interaction between the student and others and in many instances cause
children to become even more resistant and uncooperative.7 We know that
redirecting and managing challenging behaviors is most effective at the lowest
levels of resistance.
However, in actual practice there is a continual and
identifiable series of escalating events with the majority of intervention occurring
at the highest levels of resistance.
Interobserver Assessment (IOA)
Baer defined reliability as the degree to which different practitioners viewing the
same behavior at the same time agree on when the behavior occurred or did not
occur8. In this view, reliability is indexed by estimates of interobserver agreement
(IOA), reflecting homogeneity among observers.9 In contrast, Johnston and
Pennypacker10 defined reliability as the consistency with which measures of
behavior yield the same results. They suggest that IOA tells us little about
reliability since you cannot know whether observations are based on the actual, or
“true” values of behavior. There is no reason to conclude that a given observer’s
recorded values of behavior are accurate and should then serve as the standard
against which a second observer’s recorded data are compared.11
Observed Value Versus The True Value of Behavior
Reliable observations must have a consistent relation with the child’s challenging
behavior – if an observation is reliable, the degree of accuracy is consistent.
Accuracy refers to the degree to which a measure of behavior reflects the true or
actual state of nature and represents the objective, topographic features of
behavior. Interobserver agreement data provide no such information12.
Unfortunately. there is no gold standard to compare an observer’s recording
of behavior and environmental events to the “true” state of nature.
7
Dunlap, G., & Childs, K.E. (1996). Intervention research in emotional and behavioral disorders: An
analysis of studies from 1980-1993. Behavioral Disorders, 21, 125-136.
8
Baer, D. (1977a). Reviewer’s comment: Just because it’s reliable doesn’t mean you can use it. Journal of
Applied Behavior Analysis, 10, 117-119.
9
Id.
10
Id.
11
Id.
12
Cone, J. (1986). Idiographic, nomothetic, an related perspectives in behavioral assessment. In R. Nelson
& S. Hayes (Eds.), Conceptual foundations of behavioral assessment (pp. 11-128). New York, Guilford.
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Determining A Problem Actually Exists
Analogue Assessment
A procedure known as analogue assessment may be one way to for a team to
verify assumptions regarding the function of a student’s behavior. Analogue
assessment involves using a contrived set of conditions to test the accuracy of the
hypothesis. Simply, it is a form of problem solving used to verify assumptions
regarding the function of a student’s behavior. The process involves setting up
conditions to test the accuracy of a hypothesis and to substantiate that a
relationship exists between specific classroom events (i.e., a teacher command)
and the child’s challenging behavior (i.e., verbal aggression). It is argued that
without controlled manipulation of relevant variables, the actual function of the
challenging behavior cannot be truly known.13
Data Recording Procedures
Both Steege et al.14 and Watson and Steege15 offer descriptions and examples of
seven types of recording procedures:
1)
Frequency or event recording (the number of times a
behavior occurs).
2)
Duration Recording (how long a behavior lasts).
3)
Intensity (the relative magnitude of a behavior).
4)
Whole interval recording (percent of intervals in which
behavior occurs for an entire interval of time).
5)
Partial-interval recording (percent of intervals in which
behavior occurs for part of the interval).
Performance-based recording (ratings estimating relative
occurrence of behaviors).
6)
7)
Permanent products recording (tangible outcomes such as
number of words spelled correctly).
13
Iwata, B.A., Vollmer, T.R., & Zarcone, J.R., (1990). The experimental (functional) analysis of behavior
disorders: Methodology, applications, and limitations. In A.C. Repp & N.N. Singh (eds.), Perspectives on
nonaversive and aversive interventions with developmentally disabled persons (pp.301-330). Sycamore, IL:
Sycamore Publishing.
14
Steege, M., Brown-Cidsey, R., & Mace, F.C. (2002). Best practices in evaluating interventions. In A.
Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 517-534). Bethesda, MD: National
Association of School Psychologists.
15
Watson, T.S., & Steege, M.W. (2003). Conducting school-based functional behavioral assessments: A
practitioner’s guide. New York: Guilford Press.
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The Baseline Phase
Very few situations require immediate intervention in absence of baseline
information.
Hayes, Barlow, and Nelson-Gray16 suggest five areas for consideration when
establishing baseline levels:
1)
Length of baseline. At least three data points are needed to
establish a baseline level of behavior or performance.
2)
Stability of baseline. Stability refers to fluctuations or
variability in a student’s behavior over time. A baseline is
considered to be unstable when variability or trends in
behavior eliminate the detection of treatment effects.
3)
Overlap of baseline and intervention data. When there is
overlap between baseline and intervention data (i.e.,
extreme scores in the baseline are equivalent to or exceed
intervention data), the determination that the intervention
resulted in gains is weakened.
4)
Level of the data. The level of baseline behavior must be
serious enough to warrant intervention and be likely to
show marked treatment gains.
5)
Trends in the data. Trends or patterns during the baseline
period should not be in the desired direction (i.e., an
increasing trend when one expects to increase a skill).
Excerpt from FBA Manuscript
(Publishing date to be determined)
Eric P. Hartwig, Ph.D.
Shelby Wasniewski
16
Hayes, S.C., Barlow, D.H., & Nelson-Grey, R.O. (1999). The scientist-practitioner: Research and
accountability in the age of managed care. Boston: Allyn & Bacon.
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II)
BEHAVIOR CHANGE IS A PROCESS
1)
Changing behavior.
a)
Goal: Establish and commit to a philosophy about
behavior change.
“WHAT DO YOU BELIEVE ABOUT BEHAVIOR?”
b)
Goal: Establish and commit to a plan to change behavior.
“WHAT PROCEDURES ARE YOU GOING TO
FOLLOW TO CHANGE BEHAVIOR?”
2)
3)
4)
Safety
Wellbeing
Behavior must be clearly defined and understood.
a)
All variables influencing the behavior must be considered.
b)
Proactive and reactive strategies must be considered.
All behavior has a purpose.
a)
Three functions.
b)
Context tells the tale.
The balance.
Restitution
Accountability
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Character
Building
MCSEC Summer Academy/July 23, 2014
The Written Agreement
I will implement at least three techniques suggested in today’s session in the first week of
the 2014-2051 school year and will continue to add to my repertoire throughout the year.
Name
Date
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1
2
A)
BUILD RELATIONSHIPS
1)
Why kids resist our efforts to change their behavior
a)
They think their current coping behaviors,
i)
b)
They think their situation is so hopeless,
i)
c)
3)
4)
That their only choices are to fight or give up.
In either case,
i)
2)
Serve them better than the alternatives we are
urging.
They view much of what we are trying to do to
them as irrelevant: (Wood, F. (1995). Positive
responses to student resistance to programs of
behavior change. Reclaiming Children and Youth,
4(1), 30-33.)
Focus On The Teacher-Student Relationship: The Shift
a)
OLD: Suppress inappropriate behavior; focus on the
student.
b)
NEW: Teach appropriate behavior; focus on the
student-teacher relationship.
Building Positive Relationships
a)
Students behave better for those with whom they have a
good relationship…two edge sword.
b)
Use supportive and effective communication…behavior
versus the child.
c)
Define clear expectations; show, model and teach what you
expect.
Create a positive classroom environment – SFM.
a)
Oslo A effect.
Wag more…Bark less.
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B)
HUMOR
Long and Newman (N. J. Long & R. G. Newman. (1980). Managing
surface behavior of children in school” in N. J. Long, W. C. Morse & R.
G. Newman (eds). Conflict in the classroom: The education of
emotionally disturbed children, 4th Ed. (Belmont, CA: Wadsworth
Publishing Company. 233-241) “a humorous comment is able to penetrate
a tense and anxiety-producing situation” (p. 237). This technique seems to
work for a number of reasons:
1)
Humor is both a trait and an intervention. Teachers and other
professionals who are “naturally” funny often use it without
thinking. With reflection, perhaps they can use this strength for
more strategic purposes. For those with a less well-developed
sense of humor, it may be possible to “teach” the use of humor as
an intervention to further educational and treatment goals.
a)
Humor is likely to be seen as an important personality
trait.
b)
Humor projects confidence. The adult who uses humor
projects an invulnerability, demonstrating that they are
secure enough not to be ruffled by the child’s behavior.
c)
Humor protects feelings. The child can be spared
embarrassment, guilt, fear, or other negative emotions
triggered by a tense situation. (Of course, this is only true
of nonhostile humor.)
d)
Humor permits participants to save face. The child or
adult may have “overreacted” and humor offers a way of
backing down and disengaging from an otherwise spiraling
conflict cycle.
e)
Humor redirects emotions and the behavior of the child.
By offering a monentary “break” from negative feelings,
humor offers a bridge or transition to new more
constructive feelings and behavior.
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C)
REINFORCEMENT PRINCIPLES: POSITIVE REINFORCEMENT
AND NEGATIVE REINFORCEMENT
1)
2)
3)
Positive reinforcement.
a)
Natural and Direct Reinforcement: Reinforcement
results directly from the appropriate behavior.
b)
Social Reinforcers: Socially mediated by teachers, parents,
other adults, and peers by expressing approval and praise
for appropriate behavior.
c)
Activity Reinforcers: Students participate in preferred
activities.
d)
Tangible Reinforcers: Edibles, toys, balloons, stickers,
and awards.
e)
Token Reinforcement: Token reinforcement involves
awarding points or tokens for appropriate behavior,
exchanged for something of value.
f)
Reinforcers must be valued, preferred and individualized.
Negative reinforcement
a)
Is often mistaken for punishment.
b)
Punishment is the application of aversive stimuli in order to
reduce the chance of a behavior being repeated.
c)
Negative reinforcement is the removal of aversive stimuli
in order to increase the probability of a behavior being
repeated.
d)
Example: Reinforcing students for using class time to do
work negatively reinforces appropriate behavior by
removing the undesirable stimuli of a longer homework
assignment.
Reward versus reinforcement
a)
Shaping…successive approximation.
b)
Tangible…social reinforcers…Intangibles.
c)
Non-contingent reinforcement - 9 out of 10.
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D)
UNDERSTANDING RESISTANCE
1)
Knowledge of resistance comes through the notion of
countertransference.
a)
2)
3)
When a student is being resistant,
a)
It is important to break their pattern of responding.
b)
It is often possible to get students to change their pattern of
responding by making small change in their behavior.
When you accept a student’s resistance,
a)
4)
It is not uncommon to develop negative reactions to
oppositional students.
The student is caught in a position where resistance
becomes cooperation. (Shelton, J.L., & Levey, R.L.
(1981). Behavioral assignment and treatment compliance.
Champaign, IL: Research Press.)
Techniques to Consider
a)
b)
Give brief and direct instructions in a calm tone.
i)
Redirect
ii)
Walk away before the situation gets too “hot”.
iii)
Listen: Don’t talk. Listen.
Give “drive-by” reinforcement.
i)
Walk by the student as the praise or positive
comment is made.
ii)
Slight tap on the shoulder with a quick positive
comment.
iii)
Be matter-of-fact.
iv)
Whisper a positive comment to the student.
v)
Be brief and without any sustained eye contact.
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c)
d)
e)
Leave notes.
i)
A note left in the student’s desk or handed on the
way out the door allows feedback without
provoking a negative response.
ii)
Book it.
Defer control.
i)
Re-label who or more accurately what is in control.
ii)
Point out to the student that the “schedule” says it is
time to go to
iii)
The “clock” says it is time to go.
Anticipate problems.
i)
f)
If you know that a particular time of the day or a
specific activity is always a problem.
a)
“Prepare” the student for this time.
b)
Foreshadow.
Provide the student with simple choices.
i)
State predetermined consequences clearly before
problems occur.
a)
Listen to the student before reacting.
ii)
Share control by providing the acceptable options
without directly telling the student what to do.
a)
g)
Practice.
Decide which rules are negotiable.
i)
Which are not.
ii)
During confrontations, do not allow your emotions
to rule.
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h)
iii)
Don’t threaten unless you are willing to carry the
threats out.
iv)
Clearly define the behaviors you expect.
When away from an incident:
i)
Debrief.
ii)
List the things that hooked you into the power
struggle.
iii)
Think of new ways to use that information. “Next
time I will…”
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E)
PRAISE – THE TWO EDGE SWORD
1)
2)
3)
4)
5)
What: Praise is a way of saying, “I like what you did!”
a)
The positive message can be a word, a phrase, a gesture or
a facial expression that makes another person feel happy.
b)
Praise creates a sense of well-being.
When or where: When we see a child trying to do something that
you want repeated.
a)
You might praise cooperative play, thoughtfulness, respect
for others, remembering a task.
b)
Whatever the event, descriptive praise should follow
immediately.
How to: Praise should be specific to an event and descriptive, so
the child knows exactly what he has done that is appropriate.
a)
“I’m glad you remembered your school books this
morning; that was good thinking.”
b)
“Your locker looks just great. You sure did a nice job
cleaning up the trash and organizing your things. It looks
like a different place.”
c)
“I see that you included Eric in your ball game. That’s nice.
Sometimes children feel left out. I’ll bet you made him
happy by asking him to join the game.”
At first, you may feel uncomfortable in giving such direct
praise, but ask yourself:
a)
How would the child know you are pleased?
b)
Do you think the child should know what you want?
Why should you praise them for something you expect them to
do?
a)
6)
They (you) need to know that they (you) are appreciated.
When delivering praise:
a)
Do it immediately.
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6)
b)
Do it frequently; contingently and non-contingently.
c)
Use enthusiasm with direct eye contact as culturally
appropriate.
d)
Be descriptive; let them know exactly what it is you like.
e)
Use variety.
Effective Praise
a)
Is delivered contingently and non-contingently.
b)
Is specific to the accomplishment.
c)
Shows spontaneity, variety and attention.
d)
Reinforces individual student performance.
e)
Recognizes noteworthy effort or success for difficult tasks
and attributes success to internal factors.
Think Non-contingently.
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F)
GETTING COMPLIANCE
1)
Commands vs. Requests
a)
Approximately 82 percent of noncompliance follows a
command.
b)
A command is a statement which tells someone to do
something…Not ask them.
i)
c)
A request is a statement, which gives a person a choice of
responses.
i)
d)
2)
There is no choice in a command statement.
i)
“Eric, put your hat on right now” “Eric, take out
your books.” Direct, and there is no choice
suggested.
ii)
Child asks why do I have to take out my books? A
simple restatement of the command should be
given. “Eric, you need to take our your books right
now.”
If you want someone to do something you need to be very
clear about your expectations.
Why:
a)
4)
Requests should be used only when you want to
give a child a choice about whether or not he does
something.
What: Compliance is doing what you are told to do.
a)
3)
Commands should be used when you want a child
to follow through with no questions asked.
Children need to comply in order to learn to care for
themselves and to get along with others.
When:
a)
You need a child’s compliance in many different situations:
i)
Safety rules.
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5)
ii)
School based tasks.
iii)
Social customs.
How:
a)
Think before giving the command.
i)
b)
Give the command or direction in a clear, short, matter-offact way.
i)
c)
Decide what must be done and when it needs to be
done (now or later).
Like praise, command statements must be
descriptive.
Ask for clarification if the command is complicated, check
to see if the child understands, ask quietly,
“What are you supposed to do?” Have them repeat back
what you asked him to do and provide clarification if
needed.
6)
How to:
EXAMPLE: You want a child to put on his coat before going
outside.
7)
a)
“Please put on your coat before going outside; it’s cold.”
b)
“It is cold outside, so please put your coat on.”
c)
“It’s cold outside, so what did I ask you to do?”
Follow-up:
a)
Descriptive.
i)
Smile and praise a positive response (complies) to
the command.
ii)
State descriptively. “Thanks for putting your coat
on, I’m sure you’ll be warm now.”
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G)
PRECISION COMMAND FORMAT
1)
2)
3)
4)
Four components:
a)
“Attention
b)
“Attention
Direction
Wait 10 Sec.
You need to-Direction
Rx.”
Wait 10 Sec.
Rx.”
It is important and helpful to use the same wording in the same
order with ALL directions.
a)
Attention/socially acceptable.
b)
Direction: Specific and descriptive with name.
c)
Time 10 seconds.
d)
Descriptive praise.
The third time.
a)
Recognize the opposition.
b)
Change your mind.
c)
“Attention
You don’t need to
Your level of acceptance.
a)
Determines the outcome.
b)
Reject or accept.
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Wait 10 Sec.
Rx.”
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H)
IGNORING
1)
What: Ignoring is a technique to reduce or get rid of behavior you
don’t want.
a)
When you ignore a child’s behavior, you purposely do not
pay attention in words or actions to what they are doing.
NOTE: You do NOT ignore the child, only the
inappropriate behavior. Pay attention to the function the
child’s behavior serves Address the need for attention by
reinforcing alternative competing prosocial behavior.
2)
3)
When: Use “Ignoring” for many minor negative behaviors; pay
attention to function.
a)
Interrupting.
b)
Quarreling.
c)
Nagging.
d)
Whining.
How to:
a)
Decide what minor behaviors you want to decrease.
i)
Decide whether you can tolerate this behavior
without having to remove the child and that you can
use “ignoring”.
ii)
Decide what positive behavior you do want to see.
(Be sure you have identified what he should do;
acknowledge it and tell him.)
iii)
You can tell the child what behavior you expect or
let him know what you expect by telling someone
else.
iv)
If the child engages in the target behavior, continue
what you are doing; do not look at or talk to the
child.
v)
When the child does what you want, reinforce them
for doing what you directed.
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4)
FOLLOW-UP:
a)
Ignoring may be very difficult and at times it may be
necessary to physically remove yourself.
b)
Remember, any attention to the minor negative behaviors
will only strengthen and increase unwanted behavior.
c)
Previously reinforced behavior is often difficult to ignore.
Why? When starting to ignore, behavior may get worse.
d)
Ignoring a behavior does not generalize well to other
environments.
e)
Must be used with descriptive, non-contingent praise
for competing behaviors.
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I)
THE USE OF THE CUE
1)
2)
3)
Definition: A cue is a word, phrase, or physical gesture designed
to get a child’s attention, or interrupt inappropriate and/or harmful
behaviors.
a)
Cues may be used as signals for the manner in which a
child should act and/or respond at that moment.
b)
A cue is a personal message that has resulted from many
interactions over time and/or previous discussions
regarding the same kind of behavior.
Why:
a)
To interrupt any unacceptable act, either verbal or physical,
before or at the moment it is to occur.
b)
To help the child to think for himself and/or answer the
question he already knows the answer to.
c)
Reinforce a desirable word and/or action.
How to:
a)
4)
Attract the child’s attention in a way that’s not selfperpetuating.
i)
A matter-of-fact “stop” when the child is about to
do something you don’t want.
ii)
A matter-of-fact “settle down” when the child is
getting carried away in play.
iii)
Use a silent physical gesture, i.e. placing your hand
on the child’s desk when they continue to talk.
Follow-up:
a)
Reinforce when the child has responded appropriately to
your cue.
i)
Cues are built up over time and require consistent
follow-through to become meaningful.
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J)
CONTEXT
1)
2)
Set-up the classroom right.
a)
Simplify your classroom.
b)
Post daily schedules.
c)
Use dividers to make a time-out area to eliminate an
audience.
d)
Create a quiet area for students to have some down time
when first arriving at school.
e)
Adjust student seating assignments.
Increase communication skills.
a)
b)
3)
Conduct a group meeting with all those involved with
students including volunteers.
i)
How to redirect student.
ii)
Picture schedule implementation.
iii)
Recognizing signs of low-level behaviors.
iv)
Positive reinforcement.
v)
Time-out practices and procedures.
Teach students to increase positive communication.
i)
Teach student how to express need for a break.
ii)
Teach student how to express anger appropriately.
Use differential concepts to reinforce positive behavior.
a)
Implement a reinforcement system.
i)
Reinforce student for any approximation of good
behavior.
ii)
Assess what seems to motivate student and use
those items for positive reinforcement.
22 - Hartwig
MCSEC Summer Academy/July 23, 2014
4)
iii)
Implement a system which consists of earning
something positive and is reinforcing to student
within a short time period.
iv)
Remember to vary items used for reinforcement.
v)
Avoid using a cost-response system.
Engagement in functional/appropriate activities.
a)
b)
Evaluate student’s level of understanding.
i)
Determine if the activity may be too difficult,
boring/repetitive; find another activity of interest.
ii)
Evaluate how the activity may be taught in a
different, concrete, and engaging format.
iii)
Find something functional to participate in (e.g.,
social skills, etc.).
Teacher/volunteer use during activities.
i)
5)
Teacher/volunteer placement while working with
student.
Redirect low-level behaviors in the classroom environment.
a)
Reinforce any approximations of good behavior.
b)
Provide teacher-directed breaks when student continues to
display appropriate behavior.
c)
Watch for signs students may need a break (e.g., fidgeting,
playing with shoe, lying down, etc.).
d)
Be aware of how long student is involved in activity or in
the same spot.
e)
Teach “target” peers to walk away from the student in close
proximity.
f)
If student becomes noncompliant, end the activity and give
a choice of two other activities. Come back to the activity
later.
23 - Hartwig