Elementary EBD Behavior
Intervention Program Model:
CARES
Cooperation
Assertion
Respect
Empathy
Self-Control
*The SPPS EBD Program Model CARES uses the BEST (Behaviorally Effective
Skills Training), a model based on the Boys Town Education Model and
Responsive Classroom developed by the Northeast Foundation for Children, Inc.
** Elements of the model are also based on Positive Behavior Intervention and
Support (PBIS) from Robert Horner and G. Sugai.
September, 2010
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The Learning Center is a Federal Setting III, self-contained special education
setting for students that demonstrate severe emotional and/or behavioral
discrepancies from their general education peers. All classrooms in Learning
Center programs follow the behavior management model that is described below.
This model is a combination of principles found in the research-based approach,
Responsive Classroom*, and the current SPPS model, BEST (Behaviorally
Effective Skills Training)*. The model also draws from Positive Behavior
Intervention Systems.** The new model is called CARES: Cooperation,
Assertion, Respect, Empathy, Self-Control. The CARES model uses a teaching
approach to help students increase core behaviors skills that are essential to
functioning successfully at school, home and in the community. The CARES
model also addresses the safe management of behavior problems including
aggressive and potentially harmful behaviors. Using this model, students are
treated respectfully and positively. Consistency is very important and it is the
responsibility of all staff to be consistent and follow the model.
The goal of any behavior management system is to prevent behavior problems.
Misbehaviors most often occur during “down time” or when students are not
engaged. In order to increase student engagement, school staffs strive to create
conditions for positive learning and behavior. In order to do this, teachers and
staff must control the following antecedents:
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Create a classroom community
Establish rules and routines
Design a schedule and routines
Teach, model and practice desired behaviors
Minimize downtime
Use verbal prompting for behavior
Make directions clear and understood
Use proximity control
Design curriculum and instruction that is engaging
Principles of the Responsive Classroom Used in the Model:
1.
2.
3.
4.
The social curriculum is as important as the academic curriculum
The greatest cognitive growth occurs through social interaction
How students learn is as important as what they learn
CARES behaviors--Cooperation, Assertion, Respect/Responsibility
Empathy and Self-Control
5. Knowing your students is as important as knowing the content you
teach
6. Knowing the parents/families is as important as knowing the students
7. The adult community--how the adults work together is as important as
their individual competence. Lasting change begins with the adult
community.
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Teaching Practices in the Special Education
Classroom
The following practices are used to teach students the CARES behaviors. The
CARES model is about teaching social skills and safely managing misbehavior.
1. Morning Meeting
Purpose:
 Build social skills
 Build a positive, caring, inclusive community
 Build academic readiness
 Begin the day’s academic learning
 De-escalate potential behavior problems
Structure:
 Occurs daily
 Students are seated in a circle to build a sense of community
 Up to 20 minutes in length
 Students do not bring any materials or items to the group to help them
stay focused
Order of Components:
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Greeting: Teach and practice eye contact, pay attention to one another,
use appropriate voice and greeting
Sharing: Teach attentive listening, focus on sharer, friendly comments,
higher order questions
Activity: Teach cooperation and team building through games
News and Announcement: Review daily schedule, interactive academic
learning, skill practice
2. Guided Discovery
Students are taught a daily routine and the correct way to use school supplies.
These skills are modeled and practiced throughout the school year. If a rule is
Not followed it is viewed as an opportunity for learning, not punishment. The
skills needed to follow the rule are re-taught and reviewed as needed.
3. Academic Choice
Students are given limited choices as much as possible to give them power in an
effort to decrease power struggles, teach students to make good choices and to
increase interest in learning.
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4. Teacher Language
All staff will use language that is positive, clear and respectful. Language is
encouraging which means that it will affirm and sustain the children’s use and
knowledge of appropriate behaviors. Examples include:
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“I noticed…”
“Way to go!”
“I see that…”
“How did that feel?”
“Thank you for…”
The use of empowering language teaches and guides students in appropriate
behaviors. Examples include:
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“Who can remind us…” …”?
“Show me what ___ looks like”
“I need…”
Staff language is a move from…
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Telling to Asking
Judging to Describing
Reactive to Proactive
Staff speaks to students proactively to help create conditions for success and
clearly and calmly redirect students when problems occur.
 Reminding Language:
 Remind me how to…
 Show me how to…
 I hear talking, this is quiet time.
 What will you do next?
 Who remembers how that will look/sound?
 Think about where you need to sit to give your best attention.
 What did you notice?
 Reinforcing Language:
 I noticed that…
 What did you notice?
 Tell me about…
 That worked. We did it just like we practiced
 You all came in and got right to work, now we can get started
 All of you helped out ______ by __________
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 Redirecting Language
 The rules of the game say…
 That looks dangerous, show me a safer way.
 Your friend wants to work, come sit over here.
 Tell your feet to be still.
 Our classroom rules state…
5. Classroom Organization
Teachers and paraprofessionals organize materials, furniture and displays in
ways that are child- centered and encourage students’ independence,
cooperation, productiveness and positive behaviors.
6. Parents and Families
Classroom staff provides a daily written note home for all students. This note
has the Essential Behavior Skills listed and asks for areas where each student
did well and what s/he needs to work on the following day. In the space
provided, staff can include a personalized note about the student’s overall
performance for the day. Staff must remember to utilize positive, non-judgmental
language to
Efforts should be made to keep parents and families informed and involved.
Positive phone calls home, special notes and a classroom event calendar are
just some ways in which this can be done. Having a positive relationship with the
parent and families of students helps encourage open communication and
proactive planning for all students.
7. Interactive Modeling and Concepts
New skills and previously taught skills that are being reviewed must be modeled
and practiced. Students should see staff modeling the skills and have the
opportunity to model for one another.
8. Logical Consequences
Consequences should be Respectful, Relevant, and Reasonable. There are
three types of logical consequences:
"Take A Break": Two places should be designated in the classroom for
"take a break". Both areas should neither be isolated nor in the thick of
activity. "Take a break" should generally be just a few minutes long and
will vary depending on the student’s ability to regain control.
When the student has a calm body s/he is invited to return to the class.
Staff uses verbal or non-verbal cues to invite the student back to class.
September, 2010
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Staff records the use of each "take a break" for each student in the inclass intervention log.
The following are some situations in which a "take a break" would be
appropriate when a student:
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Talks continually to a neighbor during a group activity.
Bangs his pencil and drums his hand on the table.
Takes extra turns or pays no attention when it isn’t her turn.
Makes negative and sarcastic comments.
Refuses to work with a partner or participate in a shared project unless
she gets her way.
Restitution- “you break it, you fix it”: The student must somehow,
using words or actions, "set things right". It is important to remember that
materials and feelings can both are broken, so it is possible to have to fix
one or both things.
DO: Use Apology of Action (“What can you do to repair the damage and
show you are sorry?”)
DON’T: Lecture, blame or, shame
Use or use sarcasm or criticism in words, tone or body language.
Loss of Privilege: Consequences for student behavior should be logical.
In the situation where a behavior requires a loss of privilege, the privilege
that is taken away should be the privilege that was abused. For instance,
if a student was throwing food in the cafeteria, he/she should have to
clean up the mess that was made. If the student was unsafe with
scissors, he/she could not use scissors for a short period.
When applying consequences, it is important to:
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Show high expectations that the student learn CARES behaviors
Give the student another chance or “fresh start”
Re-teach the skill/behavior
Use a calm voice and body language
When applying consequences, it is important not to:
 Lecture, blame or shame the student
 Use sarcasm, criticism or judgmental language
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9. Problem-Solving Strategies
September, 2010
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When working with students who have difficulty managing their anger it is
necessary for all staff to maintain self-control at all times. Staff must do the
following:
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Teach and model appropriate ways to behavior and handle stress and
anger
Remain calm at all times
Ignore some minor misbehavior that does not contribute to more severe
misbehavior
Understand that students with severe emotional and/or behavior problems
will say and do things to upset staff that should not be taken personally
Provide emotional support and a caring attitude toward students
When appropriate, ease tension through humor
Set consistent limits
Understand that the anger that students display is a part of human
behavior that all people display but that students must learn to display
without losing self-control
Provide opportunities for students to calm down and "save face" by
avoiding power struggles
Positive support and feedback is a strongest means of changing behavior.
Research has consistently shown that positive approaches are more effective
than negative approaches or the use of punishment.
The CARES approach uses a level system to provide consistent, constructive
responses to students' behavior problems. There are 4 levels of behavior
ranging from "low level" to "bottom line" behaviors. Different levels of
Interventions correspond to the level or intensity of the behavior problem a
student displays. The response to the behavior matches the severity of the
behavior. The behaviors listed are taken from the SPPS Student Behavior
Handbook: Rights & Responsibilities. The levels of behavior and corresponding
options for Interventions for each level are listed below.
September, 2010
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Positive Behaviors
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Completing work
Walking calmly in hallway
Taking a break appropriately
Accepting feedback
Helping students and staff
Ignoring negative behavior
Resisting peer pressure
Cooperating
Taking responsibility for actions
4 to 1: four positives for every
negative
LEVEL 1- Behaviors
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Aggression, no bodily harm
Bullying, other harassment
Cheating
Disruptive behavior
Student attire
Tardiness
Threats
Truancy
Unauthorized/rough use of
school property
Verbal abuse
Willful disobedience
LEVEL 2 Behaviors
(Intervention Room Referral)
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Continuing to engage in level 1
behavior.
Physical aggression – resulting
in bodily harm
Discrimination
Disruptive behavior to and from
school
Fighting
Gambling
Gang activity
Harassment (race, creed, sex,
marital status, national origin,
September, 2010
Positive Feedback
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Verbal praise
Hug, pat on back, high five
External reward – treats, points
Special privilege
Important job
Bonus free time
Special note home
Positive call home
LEVEL 1 – Interventions
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Reminders and redirection
Verbal correction
Written reflection or apology
Seat change
Student conference
Behavior contract
Take a break
Restitution
Buddy room
Loss of privilege
Parent Phone Call /conference
LEVEL 2- Interventions
(Intervention Room Referral)
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Model the appropriate behavior
and practice the appropriate
behavior.
Act of Apology
Working away from the
classroom
Study Hall
Restitution- logical consequence
Community Service in the
School setting
Page 8
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age, color, religion, ancestry,
status, sexual orientation, or
disability)
Interference/obstruction
Leaving school grounds
Racial or Religious threats
Sexual threats
Theft
Willful damage to school
LEVEL 3 – Behaviors
(Administration referral)
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Aggression, Physical –
Resulting in bodily harm to a
staff person or student
Fighting requiring the physical
intervention of staff members
Racial or Religious Violence
Possession or use of
pyrotechnic device
Robbery/extortion
Sexual violence
Trespassing
Chronic Truancy
Continual Willful disobedience
LEVEL 4 – Behaviors
(Administration referral)
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Alcohol
Arson
Assault
Criminal Act
Criminal Act against staff
member
Criminal Sexual Conduct
Disorderly Conduct
Drugs or Controlled Substances
Fires and False Alarms
Hazing
Possession of other weapon or
September, 2010
LEVEL 3 - Interventions
(Administration referral)
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IEP meeting
In-School Suspension
Dismissal
Referral to outside services
LEVEL 4 – Interventions
(Administration referral)
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Parent Guardian notification
Short-term suspension
Administrative Transfer
Interim alternative educational
placement
IEP meeting
Referral to outside agency
Police called
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object that is not a firearm and
does not meet Minnesota
Statute dangerous weapon
definition, with no intent
Terrorist Threats
Bottom Line Behaviors
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Property Damage
Swearing
Out of Area
Harassment
Threatening
Physical Aggression
Bullying
Automatic Consequence
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Level Drop
Possible Consequences
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Loss of privilege
Study Hall
Restitution
Act of Apology
Dismissal/Suspension
In-School Suspension
* See behavior guidelines
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10. Creating Rules
Classroom generates rules as a community. Students are encouraged to
brainstorm as many ideas for rules. Teachers will use student language when
creating the rules. Teachers rephrase negatively stated rules in positive ways.
The teachers and students then categorize rules into 3-5 categories. Students
decide on the wording for 3-5 rules (one for each category). Students sign the
final rules and they are posted in the classroom. The rules are reviewed daily.
Timeline for establishing a Responsive Classroom and to teach CARES
Week 1:
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Teach the signal for silence the first day (Staff should not be talking or
directing)
Model and practice community and classroom routines
Hopes and dreams (include families)
Model and practice us of classroom materials through Guided Discovery
Democratically establish classroom rules
Discuss and review Above and Below the Line behaviors
Introduce and teach the use of the level system
Introduce CARES skills
Week 2:
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Model and practice the rules as they apply to all aspects of community
and classroom life
Continue guided discoveries
Display rules and Hopes and Dreams
Teach the skill of Cooperation
Week 3:
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Teach the skill of Assertion
Week 4:
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Teach the skill of Respect
Week 5:
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Teach the skill of Empathy
Week 6:
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Teach the skill of Self-Control
January:
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Review and re-teach
After spring break:
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Review and re-teach
Proactive Program Wide Management Systems
Program-wide positive behavior support is a systems approach to establishing
the whole-program social culture and intensive individual behavior supports
needed for programs to achieve social and academic gains while minimizing
problem behavior for all students.
The programs emphasize four integrated elements: (a) socially valued and
measurable outcomes, (b) empirically validated and practical practices, (c)
systems that efficiently and effective support implementation of these practices,
and (d) continuous collection and use of data for decision-making.
These four elements are operationalized by five guiding principles:
 Invest first in prevention to establish a foundation intervention that is
empirically validated to be effective, efficient and sustainable.
 Teach and acknowledge appropriate behavior before relying on
negative consequences.
 Identify students who need more intense support and provide that
support as early as possible, and with the intensity needed to meet the
student’s need.
 Establish a continuum of behavioral and academic interventions for
use when students are identified as needing more intense support.
 Use progress monitoring to assess (a) the fidelity with which support is
provided and (b) the impact of support on student academic and social
outcomes. Use data for continuous improvement of support.
September, 2010
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1. CARES
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Cooperation: getting along with others
Assertion: asking for help
Respect: accepting feedback, handling anger, accepting direction,
personal space
Empathy: listening, responding to teasing/bully, helping others
Self Control: verbal and physical control of body and space
2. Level System
What is a level system?
The level system is based on individual student behavior and is designed to
immediately strengthen positive behavior. It provides daily feedback to student,
staff, and parents. There are four main goals of point and level systems:
1. Increasing CARES behaviors
2. Promoting a focus on academic achievement
3. Fostering a student’s improvement through self-management
4. Developing personal responsibility for social emotional and academic
performance.1
There are three levels in the level system:
LEVEL 3 (Above the line behavior)
A student on level 3 is consistently following classroom rules;
expectations, being safe, being respectful, and modeling EBS behavior as
well as responsibilities expected in general education settings. The
student is allowed the most privileges in the classroom including: first
choice at many activities or materials, rewards, shopping at school store,
running errands with staff, lunch with teacher/staff, playing with others,
going outside, playing on the playground and field trips, etc.
LEVEL 2 (At the line behavior)
A student on level 2 is sometimes following classroom rules,
expectations, being safe, and being respectful. A Level 2 student has
almost the same privileges as a level 3 students. The only difference is
that a level 2 students does not get first choice at activities or materials in
the classroom.
LEVEL 1 (Below the line behavior)
A student on level 1 is not following classroom rules, expectations, being
safe, and/or being respectful. A level 1 student does not have very many
1
(Farrell, Smith & Brownell, 1998).
September, 2010
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privileges. The student will have an assigned activity by staff during choice
time that provides supervision and structure (making up work, fix it plans,
apology of action). A student on Level 1 might not be able to attend noneducational field trips or special programming.
How do I know which level a student is on?
All students start on level 2 at the start of every week. At the end of each day
students/staff will count their points on their sheets and see if they earned
enough points to move up a level. They are only allowed to move up one level
per day. Students automatically move down to level 1 for bottom line behaviors.
Each day student takes a note home that will include information about their
current level.
What are bottom line behaviors?
A bottom line behavior is described as a behavior that is extremely unsafe, poses
a threat to harm themselves, or others, and is against school rules.
Examples: harming others, sexual harassment, property damage, self-harm,
assault and out of area.
2. Out of Class Interventions
Being an educational program, the primary focus for all students is always
developing academic skills. In order for students to make academic progress,
they must be in the classroom participating in learning activities. This is
especially true of students whose emotional and behavior problems often get in
the way of academic development. Careful consideration must be made when
removing a student from the classroom and away from instruction. Only when
students are engaged in level 2 or more intense behaviors should removal be
considered. Students engaged in "low level" behaviors that do not pose a threat
to safety should not be removed from the instructional setting
In many cases, students start off engaging in low level or level 1 behavior. The
use of de-escalation and/or proactive strategies should be used whenever
possible. The CARES model based on Responsible Classroom believes that it is
necessary for staff to:
• Invest first in prevention to establish a foundation intervention that is empirically
validated to be effective, efficient and sustainable.
• Teach and acknowledge appropriate behavior before relying on negative
consequences.
• Identify students who need more intense support and provide that support as
early as possible, and with the intensity needed to meet the student’s need.
• Establish a continuum of behavioral and academic interventions for use when
students are identified as needing more intense support.
• Use progress monitoring to assess (a) the fidelity with which support is provided
and (b) the impact of support on student academic and social outcomes. Use
data for continuous improvement of support.
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Use of Restrictive Procedures (Seclusionary Time-out and Physical Restraint)
The majority of problem behaviors that are used to justify seclusion and restraint
could be prevented with early identification and intensive early intervention. The
need for seclusion and restraint procedures can, in part, be a result of insufficient
investment in prevention efforts described above.
IMPORTANT CAUTIONS ABOUT THE USE OF RESTRICTIVE
PROCEDURES:
Seclusionary (i.e., locked) time-out and physical restraint are restrictive
procedures that refer to safety procedures in which a student is isolated from
others (seclusion) or physically held (restraint) in response to a serious problem
behavior. These restrictive procedures are never used without completing a
Functional Behavior Analysis (FBA) and a Behavior Intervention Plan (BIP).
Restrictive procedures are never used in isolation without a positive BIP to
support the acquisition of CARES behaviors.
Federal and state laws restrict the use of these procedures and they can only be
used when there is an immediate threat to the physical safety of the student or
others. Staff must be trained in school district approved procedures for safe
restraint and use of seclusionary time-out. A record of every incident of restraint
and seclusionary time-out must be maintained. The misapplication and/or abuse
of these procedures can place students and staff at risk.
Seclusionary time-out and/or manual restrict should never be used:
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As a planned “treatment” or “behavioral intervention,” rather than as a
safety procedure
In response to "low level" behaviors that do not pose an immediate threat
to safety
Without staff receiving prior approved training in using them safely
When the risk of injury and harm is increased because seclusion and
restraint are implemented by staff who are not adequately trained and/or
are not utilizing the required Crisis Prevention Institute (CPI) skills
Out of Classroom Time-Out
Other de-escalation techniques will be used based on individual behavior
intervention plans. This might include walks, sensory breaks, errands, or take a
break in a buddy room.
All out of class time-outs will be documented in the classroom log.
Intervention Room
September, 2010
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Out of class interventions are used only when all in-class interventions
have been exhausted. The intervention room is a quiet space outside the
classroom. The purpose of the intervention space is to de-escalate the
student and use strategies and techniques to assist then in regaining selfcontrol.
The intervention room is only effective when the staff and resources are
focused on addressing the student’s emotional and behavioral needs in a
supportive manner. Professional standards need to be maintained in the
intervention space:
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Talking should be focused on redirecting or processing
Avoid personal conversations in front of students
Space should remain neutral and calming- minimal distractions
It should not be used as break room
Taking Students to the Intervention Room
When the behavior is willful disobedience then the following steps will be
taken:
 Use a calm voice with few words. Privately ask the student to walk to the
intervention room. Provide the student space to make the right decision.
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If student refuses after the first direction, then staff calmly repeat the
direction either privately or nonverbally. Staff remind the student of the
consequences of his or her behavior while providing choices to guide
them.
Ex. “If you go own your own then you will be able to get back to
class faster for choice time”
Ex. “If you get your time done right away then you will still earn
points for math”
Ex. “If you keep it small you can………”
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If the student continue to refuse to go the intervention room it is important
that you assess the student and behavior. If the behavior is not disruptive
or unsafe continue with steps 1 and 2. If the student is of immediate
physical danger to themselves or others then staff will use restrictive
procedures (formerly known at conditional procedures).
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During transition and once in the intervention room staff will member will
limit verbal interactions and if possible have no verbal interaction with the
student.
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Escorting staff will immediately sign students in using the intervention sign
in sheet. Staff will immediately return to their classroom assignments.
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4. Systematic Supervision
Systematic Supervision, based on research that has identified what works well
with students, is a method of supervising students and physical spaces that will:
 Help decrease the problem behavior
 Increase student cooperation
 Makes supervisors’ jobs less stressful
Systematic Supervision is based on the use of four key skills that increase
supervisors’ effectiveness:
Being Active an active supervisor means:
 Moving around constantly in unpredictable, randomized patterns so
you can see where student are and what they are doing
 Scanning with your eyes and ears so you notice positive behaviors
and potential problems right away
Being Positive a positive supervisor means:
 Connecting with students by creating a friendly atmosphere and by
making an effort to connect with individual student and with
students in groups
 Giving students positive reinforcement when their behavior is
appropriate by acknowledging it and letting students know you
appreciate it
Responding to Problems of students who are behaving in an
uncooperative or difficult manner means:
 Responding to the problem behavior immediately or as soon as
possible by speaking privately and respectfully with the student
 Defining the problem and giving the student a choice to cooperate
with a direction, correction and/or a predetermined consequence. If
the student chooses not to cooperate, the consequence is carried
out consistently.
Communicating effectively means:
 Communicating with students in general, and teaching/discussing
rules and expectations regularly
 Communicating with parents about their children and school rules
and expectations, and inviting them to participate in school events
and activities
 Communicating with other staff at staff meetings, through informal
contact while working, and by using data collection forms, such as
behavior logs, to document and share information about student
behavior
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September, 2010
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