TEACHER CHECKLIST - BEHAVIOR 1
TEACHER CHECKLIST – BEHAVIOR **
Gail M. Purpura
Autistic Support Consultant
Bucks County Schools Intermediate Unit #22
gpurpura@bucksiu.org
267-885-9125
Teachers play an integral role in determining the behavior of their students. By utilizing
effective teaching principles and classroom management strategies when designing and
delivering instruction, a large number of supervision problems can be prevented. Below
is a list of practical classroom strategies, tips and basic procedures that teachers can use
to make favorable modifications in their students’ behavior.
Behavior
Anything a child does, positive or negative. When identifying behaviors, they should be
specifically defined, observable and measureable. For instance, instead of “____ is
cooperative,” use “____ waits in line, completes homework on time, etc.” Observable
and measureable behaviors can be altered through a positive behavior support
program.
Behavior fulfills a need:
 Attention
 Escape from task
 Obtain a tangible/reward
 Sensory needs
Every behavior is made up of three parts
 Antecedent: a setting event or anything that happens before a behavior
 Behavior: any observable and measurable act of an individual
 Consequence: anything that happens after a behavior or something that the
student perceives will happen as a result of the behavior
 For example:
o Antecedent: The bell for passing classes rings
o Behavior: Tyler stays in his seat
o Consequence: Tyler is late for next Classrooms for the Future
Consequences
Consequences are what happen when rules are followed or broken. Students do things
because they know other things will happen.
 Consequences that give rewards (intrinsic or extrinsic) increase a behavior and
are considered reinforcements
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Consequences that give punishments may decrease a behavior momentarily but
research shows are not effective in the long-term
Consequences that give neither rewards nor punishments may extinguish a
behavior.
Adults sometimes apply consequences for misbehavior intending to decrease the future
rate of the behavior. These are called “intended punishers.” However, these “intended
punishers” could actually reinforce the undesirable behavior because they act as a
reinforce! (A student calls out persistently in class. Each time he calls out, the teacher
tells him not to call out. The student receives desired attention from the teacher.
However, if the teacher ignores the student’s call out, thanking others for raising their
hands, calling on other students or demonstrably ignoring the caller, the student does
not received his/her desired attention. If, after applying consequences, the student
behavior maintains or increases, the consequence was, in fact, a reinforce!
Reinforcers
You can’t predict whether something will be a reinforce for behavior until you observe
its effect on the behavior. What may be a reinforce for one student, may not work for
all students. To be effective, a reinforcer must occur during or immediately following
the behavior to be strengthened, consequently, to strengthen a new behavior, reinforce
it frequently. (Praise the student for raising his/her hand then call on him/her.) Be
aware that teacher comments like, “that’s inappropriate,” or “stop that” may actually
strengthen a negative behavior. Demonstrably ignore unexpected behavior, and then
debrief the student at a later time. (Ignore unexpected behavior and review what the
student did, what the student should have done when student completes selfmonitoring behavior sheet.)
Selecting Reinforcers
Consider age, interests and preferences of the student. Consider the behavior you
would like to strengthen through reinforcement to be sure the reinforcer is strong
enough to do the job. Ask the student for input. Some possibilities:
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Tangibles: toys, food, pencils, erasers, items that pertain to student’s
fascinations or that student particularly enjoys
Activities: extra recess, classroom jobs, computer time, time to talk with a
special adult
Social: smile, verbal praise, pat on shoulder, saying “thank you,” or other ways to
give approval, attention or recognition
Token: any tangible item that can be exchanged for material, activity or social
reinforcers at a later time (Dollar Store ‘dollars’, Game Stop ‘dollars’, School
Store ‘dollars.’)
TEACHER CHECKLIST - BEHAVIOR 3
Scheduling
The daily schedule has a great effect on student behavior. Posting the daily schedule
and discussing any changes to it at the beginning of the day gives students an
opportunity to plan for any transitions that will occur. Plan and teach procedures for
transitions.
Start the day with a highly reinforcing activity.
 Students will be more motivated to arrive on time if the first activity is
motivating to them
 Avoid unstructured, free time particularly at the beginning of the day
 Alternate activities throughout the day, providing highly preferred, then nonpreferred, highly preferred, then non-preferred, etc. activities. In this way
students will either be involved in a highly preferred activity or working toward a
highly preferred activity. This also avoids long strings of non-motivating
activities that are more likely to elicit problem behaviors.
Environment
 Preferred seating is different for every student. It may be near the teacher, near
the work board, away from distracting noises, in areas of indirect or natural light,
high traffic areas such as the classroom door.
 Give student extra work space (consider allowing student to have two desks,
special section on book shelf for his/her special books, etc.)
 Seat student among well-focused students
Organization
 Write assignments/directions on board as well as presenting them orally
 Assist student with recording of assignments/check for accuracy
 Clarify assignments at end of class/day
 Color-code books, notebooks, materials
Classroom Expectations
 Make expectations specific, observable and measureable
 Identify the three critical expectations at any given time. This limits the number
of expectations because too many are difficult for the student to remember and
the teacher to enforce. As expectations are met routinely, move on to new
expectations
 Include expectations that can be generalized throughout the day
 Expectations should be defined. Student and teacher may have different
definitions of “respectful.” Definition of expectation should tell student exactly
what behavior is expected (“Raise your hand and wait to be called on.”)
 As you teach and reinforce expectations, you may want to connect them to the
values of respect, responsibility, readiness. Each expectation should be stated in
a concrete way.
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Expectations should state what you want the student to do, not what you do not
want them to do. This provides the student with expected behaviors. By
identifying unwanted behavior, student may not be able to identify the wanted
behavior, only that which is unexpected.
Explicitly teach the behaviors necessary to follow expectations, using modeling,
guided practice, and independent practice. Design lesson plans for teaching
each expectation.
Provide reinforcing consequences when student meets expectations; social,
tangibles, or activities
Routines
 Teaching students how to perform basic school skills saves instructional time.
Research shows that the difference between effective and ineffective teachers is
that effective teachers do more to prevent problems.
 An effective teacher will:
o Teach students how to work quietly
o Give specific steps on how to work
o Guide students to perform the routine accurately
o Provide feedback on how the students are performing
o Provide time limits for completing routines
o Typical routines: entering the classroom, transitions, requesting
assistance, restroom/water breaks, sharpening pencils, lining up,
recording homework assignments, walking through the hallway, passing
in/out papers
Examples of Expectations
Types of Expectations
Compliance
Talking
Preparation
Example
Follow teacher directions the first time
they’re given
Raise your hand and wait to be called on
In-class behavior
Bring appropriate materials and have them
ready for class
Keep hands and feet to self
Transition behavior
Walk through hall with hands to side
** Taken from A Teacher’s Desk Reference: Practical Information for Pennsylvania Teachers by
PaTTAN