Students with
Challenging
Behaviour in My
Classroom
Collated by Terry Collis
From a Variety of District and M.E. Resources
Table of Contents
Character Traits ………………………………………………………………………………………………………….…….. 2
A Positive, Proactive Classroom………………………………………………………………………………….……… 4
Graduated Support……………………………………………………………………………………….…………….…….. 5
Teach Rather than Punish……………………………………………………………………………….………..……….. 6
Positive Behavioural Support (PBS)…………………………………………………………….……………………… 7
A Positive Relationship……………………….…………………………………………………….……………………….. 8
Building a Positive Relationship……………………………………………………………………….………………… 9
Effective Teaching Practices……………………………………………………………………………..……………….. 10
The Top Classroom Rules…………………………………………………………………………………..………………. 11
Behaviour is Communication……………………………………………………………………………..……………… 12
Functional Behaviour Assessment (FBA)……………………………………………………………………………. 13
APPENDICES
Essential Questions for a functional Behaviour Assessment……………………………….……..….…… 15
Parent Interview………………………………………………………………………………………………….…….………. 17
Student-Assisted Functional Assessment Interview……………………………………………………..…….. 19
Motivational Assessment Scale……………………………………………………………………………….….….….. 21
30 Second Momentary Time Sample of On and Off Task Behaviours……………………..…….……. 23
Functional Assessment Interview Form………………………………………………………………….…….….… 24
Problem Behavioural Questionnaire…………………………………………………………………………….……. 26
Social Cues Questionnaire…………………………………………………………………………………………..….…. 28
Social Stories………………………………………………………………………………………………………………..…... 31
Collaborative Problem Solving…………………………………………………………………………………………… 32
ABC Observation Form………………………………………………………………………………………….……...….. 33
Riot Summary …………………………………………………………………………………………………………….……. 34
Support Plan……………………………………………………………..………………………………………..……….….. 36
Managing Behaviour……………………………………………………………………………………………….…....…. 41
Sensory Checklist and Strategies…………………………………………………………………………….………... 42
Adaptations to Maximize Success for All………………………………………………………………….…..….. 43
Suggested Adaptations…………………………………………………………………………………………….………. 44
Checklist for Adaptations…………………………………………………………………………………….…….…..… 46
Thinking about My Inappropriate Behaviour……………………………………………………….…….…….. 48
Student Reflection Sheet…………………………………………………………………………………..…..…….….. 49
Problem Solving Conference………………………………………………………………………………..……….…. 50
Sample Behaviour Contract…………………………………………………………………………….……………….. 51
Sample Primary Visual Schedule………………………………………………………………………………………. 52
Web Resources………………………………………………………………………………………………………………… 53
Print Resources………………………………………………………………………………………………………….……. 58
1
Character Traits
Students may:
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Students may:
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be emotionally fragile
feel isolated and misunderstood
present as depressed
show gradual resistance to, or
withdrawal from school and/or
school work
show varied emotional state
often show extreme moral and
personal sensitivity – overly
concerned with fairness or justice
have eccentric preoccupations or
odd, intense fixations
be anxious around changes in
routines and staffing
become argumentative and verbally
abusive
be overly concerned with time and
scheduling – insist on sameness
show poor impulse control
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2
be oversensitive to sensory
stimulation particularly loud noises
have difficulty completing
assignments due to high personal
expectations
be easily bored and frustrated with
tedious repetitive tasks
have high energy level, fidgety
appear immature and unmotivated
to complete school work
often be rule bound
often be off task and distracted
have difficulty sustaining focus on
classroom activities
need much reassurance
Students may:
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Students may:
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often work well below, or well
above grade level
appear ‘lazy’, unmotivated or even
defiant
often seem disengaged from school
– apparently unaware of, or
unconcerned with, consequences
have frequent careless, repetitive
errors or may check, re-check
and/or redo their work
over-react to simple errors
appear to be engaged
be very disorganized
often be ‘passive learners’
not be ‘high achievers’ despite
ability
have many avoidance tactics
produce very minimal amounts of
written work
have trouble ‘getting started’
have difficulty getting ideas down
on paper
rarely finish or hand in assignments
often be concerned with ‘big
picture’ or global issues or lose sight
of the ‘big picture’ due to overemphasis of the details
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3
have social and emotional skills
incongruent with intellectual
capabilities
express frustration and feelings of
failure due to unrealistic goals set
by parents, teachers, or themselves,
not be self-directed, independent
learners despite being capable
learners
need the teacher to know they are
capable, intelligent learners despite
evidence to the contrary
not be able to communicate their
needs, despite appearing bright and
articulate
A Positive, Proactive Classroom
Make appropriate behaviour
more effective
See Managing Behaviour in the Appendices
“The goal of the proactive classroom is to increase
predictability and to accommodate the individual and
collective needs of the student….. The process of
proactive classroom management is based on an
instructional approach in which the structures and
functions of classrooms are taught to students with
the same strategies used to teach academic skills and
content knowledge, “ Sugai, et al
4
Graduated Support
TIER 3 STUDENTS
Intensive Individual Systems
 Individual students
 Assessment based
 Intense, durable procedures
Characteristics
 Chronic patterns of violent disruptive
destructive behaviours contribute to 4050% of behavioural disruptions in schools
 Not responsive to universal or targeted
group intervention
Only a very
small number of
students needs
intensive
support
1 – 5% of
School
Population
TIER 2 STUDENTS
Targeted Group Interventions
 Some students (at risk)
 Can be small group or individual
5 – 15% of School Population
Characteristics
 Receptive to intervention aimed at
teaching, reinforcing and/or
replacing behaviours
 Goal for this group is to increase
pro-social opportunities
80 – 90 % of School Population
TIER 1 STUDENTS
Universal interventions
 All settings
 All students
These students are the foundation for a positive
school culture within a school
Characteristics
 Adequate social skills
 Ready to learn upon entrance to school
 Goal is to elaborate and maintain school
engagement and prevent the acquisition
of normal violating behaviours
Positive Behavioural Support
5
Teach Rather Than Punish
Punishment,
expulsion and
suspension:
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Fail to address factors,
that underlie the
student’s problem
behaviour
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Do not teach
replacement
behaviours;
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Produce only shortterm, non-enduring,
decreases in behaviour
problems;
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Are likely to be harmful
to the student-teacher
relationship; and
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Are likely to foster
resentment, retaliation,
and emotions that are
counterproductive to
learning.
Consider alternatives
through Positive
Behaviour Support
(PBS)
Nearly all professional organizations in psychology and
education, advocate that alternatives to punishment be
considered in school discipline whenever possible.
Suspension and expulsion also have been the focus of
much criticism. As true with punishment strategies in
general, suspension and expulsion teach the wrong
thing. In fact, they often allow students to avoid or
escape from situations they find aversive, such as
academic work, peer rejection, and a harsh and
uncaring teacher. As a result, their inappropriate
behaviour is negatively reinforced. These strategies
also tend to result in the loss of valuable instructional
time as well as an increased exposure to negative role
models (Schloss & Smith, 1998).
Other punishment strategies include public reprimands,
time-out, removal of privileges (response cost),
assigning extra or disconnected tasks due to
misbehaviour, denial of favoured activities such as gym,
field trips, ‘fun’ days, etc. These strategies are among
the most popular disciplinary strategies used by
teachers (Brophy, 1996). Punishment strategies may be
considered only after positive behaviour supports have
failed to reduce misbehaviour. If used at all,
punishment strategies must always be combined with
strategies for teaching and reinforcing appropriate
behaviours (Brophy, 1996; Martens et al., 1999). Such
an approach not only has an ethical basis, but also is
supported by research.
Set Students up for
Success with PBS
6
Positive Behavioural Support, [PBS]
Positive Behaviour Support [PBS] is an approach to helping people improve difficult
behaviour based on a belief that there is a reason behind most difficult behaviour and
that the difficult behaviour is not changed in a lasting or meaningful way through
coercion. In PBS the focus shifts from what happens after the behaviour occurs
(consequences) to focusing on those things you can control before the behaviour
occurs (triggers). It is based on the principle that behaviour is functional; it serves a
purpose for the child. Behaviours, both appropriate and inappropriate, are supported
by reinforcement in the environment. Structured analysis of the behaviour and the
context surrounding it can help to identify the function of the behaviour and enable us
to achieve the same function with alternate behaviour.
COERCION: gaining compliance through
power, intimidation and/or inherent authority
This functional assessment of behaviour (FBA) clearly describes a behaviour; identifies
the contexts (events, times, and situation) that precede the behaviour and identifies
the outcomes that maintain the behaviour. A plan can then be devised to achieve the
desired outcome but with more appropriate behaviour. The positive behaviour
support process involves goal identification, information gathering, hypotheses
development, support plan design, implementation and monitoring.
Behaviour is communication
7
A Positive Relationship
Positive Behaviour Supports
are strategies used to manipulate the setting
events, triggers and consequences of behaviour.
Often positive behaviour strategies involve
teaching new replacement behaviours as well.
Teachers who are successful with difficult students know that a trusting, positive
relationship between student and teacher is the foundation upon which positive
behavioural change is built. They understand that difficult students do not view school
in the same way that other students do. For these students, school has not been a
positive experience. For these students, relationships with teachers have most likely
been negative.
Difficult students, therefore, do not intrinsically trust that what teachers ask of them is
in their best interest.
If a teacher is to have any impact on a difficult student, he or she must first build trust
and a positive relationship with that student. Day in and day out, through words and
actions, the teacher must send this message:
“I’m your teacher. I care about you and I’m going to do everything in my
power to help you succeed. I’m here for you.”
“No matter what has happened in the past, this year I want you to
succeed.”
The importance of developing a positive relationship with a difficult student cannot be
overemphasized. This relationship is the key to everything you want to accomplish. It
is an ongoing goal that will be an integral part of everything you do with the student.
A trusting, positive relationship between student and
teacher - the foundation for success
8
Building a Positive Relationship
Make sure that your very first introduction sets a positive tone.
1 Introduce yourself. Tell the students that you are looking forward to having them
in your class this year—and through the enthusiasm and sincerity in your voice let
them know you mean it.
2 Ask the students for ideas about how this school year could be more successful.
You may hear something that will help you shape your efforts with these students.
3 Listen to what the students have to say. Difficult students are not accustomed to
being heard. Demonstrate to your student right from the start that you will listen.
4 Communicate your confidence that you and the student will work together to
have a good year.
Most difficult students are accustomed to
hearing from school only when problems
arise—when a call or note goes home to
parents.
Model making errors and
responding in an appropriate
manner. Encourage the
student to respond
appropriately to mistakes.
Make your first home contact a positive
one – especially if you know the child has
had a history of challenges!
9
Effective Teaching Practices
The following strategies will positively impact the majority of
behaviours you encounter:
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structured and scheduled opportunities to learn
curriculum aligned with desired outcomes
curriculum is delivered directly
students successfully interacting (engaged) with curriculum
brisk pacing
continuous monitoring of students and structuring of activities
specific explanations and instructions for new concepts
allocated time for guided practice
cumulative review of skills being taught
regular and varied assessments of learning new concepts
regular and active interactions with individual students
frequent and detailed feedback
varied forms of positive reinforcement
effective and varied questioning strategies
student attention secured and maintained within and across instructional
activities and environments
reinforcement for task completion
appropriate selection of examples and non-examples
clearly defined and enforced behavioural expectations
appropriate use of model/demonstration
appropriate use of behavioural rehearsal
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 effective, planned, and smooth transition within and between lessons
 high rates of correct student responding
 positive, predictable, and orderly learning
From Sugai, Horner and Gresham
10
The Top Classroom Rules
1. Praise and Rewards: Praise and reinforcement are important when teaching
rules and social skills.
2. Consistency: Don’t change or make up rules as you go along. Follow through
and constantly reinforce important rules.
3. Routine: Post your day or class schedule for all to see. This will soothe those
who are anxious and will increase on-task behaviour for those who need breaks.
4. Boundaries: Be clear about your rules and teach them explicitly. Do not give in
to whining.
5. Warnings: Give warnings to ease transitions and ensure predictability, e.g. in
five minutes it will be time to clean up, etc.
6. Explanations: Provide reasons for rules and expected behaviour and why
children should follow them.
7. Responsibility: Teach your students that they are responsible for their own
behaviour. They govern themselves.
8. Relaxation: Teach relaxation skills.
Best Practice checklist - Things to Consider
Positive Reinforcement:
□ Do I provide consistent positive attention to students who follow the rules?
□ Do my students know what positive reinforcement they expect?
Consequences:
□ Do I consistently provide consequences when students do not follow rules
□ Do students know what will happen the first time they break a rule?...the second
time?...the third?....
Reactive Strategies:
□ Do I have a clear plan of how I will respond to inappropriate behaviour?
□ Has my behaviour management plan been communicated to the school
administration and parents?
For Challenging Students, recognize that:
□ There is a not a ‘quick fix’ (it would have been done)
□ You will need to establish a relationship with the student
11
Behaviour is Communication
Behaviours generally serve the following 4 function(s)
Escape/avoidance
To assist the student in escaping a situation
or tasks
Attention Seeking
To assist the student in getting attention
Attain a Tangible
To assist the student in getting something
concrete
Sensory Modulation
To manage internal sensory needs. i.e;
oversensitivity to noise, smells, clothing
irritations, etc
Many people with difficult behaviour have been misunderstood and mistreated
throughout our history. People with developmental disabilities, in particular, have
been subject to a wide array of disrespectful, humiliating and even painful, conditions
in the name of `effective treatment`.
The Positive Behavioural Support (PB)
movement has been fueled largely by ethical
concerns over the use of intrusive, restrictive,
and punitive disciplinary measures and by
research documenting negative effects that are
frequently associated with their use.
(Donnelian, LaVigna, Negri-Shoultz,&
Fassbender, 1988)
12
Functional Behaviour Assessment (FBA)
A Teachers Guide to functional Behavioural
Assessment (FBA)
For the 20% who don’t respond to Positive Behavioural
Support, a functional behavioural assessment is a process of
determining why a student engages in challenging behaviour
and how that student’s behaviour relates to the environment.
Challenging behaviour is defined as behaviour by a learner
that results in self-injury, or injury to others, causes damage
to the physical environment, interferes with the learning of a
new skill and/or socially isolates the learner. An FBA provides
the IEP team with information into why the student engages
in the behaviour, when the student is likely to engage in the
behaviour of concern; and under what conditions the student
is less likely to engage in the problem behaviour.
Conduct a FBA when:
a student’s behaviour presents a danger to her/himself or
others
a student’s problem behaviour impedes his or her learning or
the learning of others.
Setting
Triggers
Problem
Behaviour
13
Maintaining
Consequences
What is Causing the Behaviour?
Setting Events
What happened in the last 12 hours that would
have been different for the student?
When a Student…….
Triggers
What happened immediately before the
behaviour?
and______ happens…..
The student will ……
In order to……
Alternative Behaviour
Desired
Behaviour
Problem
Behaviour
Maintaining Consequences
What reinforces typical students to
display the desired behaviour?
Setting Event
Strategies
Provide and review
schedule
Provide social story re:
transition
Triggering
Strategies
Adapt work by using
cloze procedure,
circling the correct
answer, etc.
Allow use of a scribe
Provide pre-warning
and discuss any new
situations (e.g. TOC’S)
What could you teach the
student that is a more
acceptable way for them to get
their needs met?
Maintaining Consequences
What is the student getting or trying
to get as a result of their behaviour?
(escape, attention, sensory mediation,
tangible)
Behaviour Teaching
Strategies
Consequence
Strategies
Teach ‘___’ appropriate Reinforce appropriate
self-talk for when s/he behaviour
is upset
Work will be completed
Find a safe place for
‘__’ to go to when s/he
is upset
Allow for alternate
(oral) assessment
Allow extra time for
task completion
The ‘hypothesis’ for ‘__’ could be:
“When in a new setting or with new staff (TOC) and asked to complete written work,
‘__’ will rip her/his work and run from class”
14
APPENDICES
Functional Behavioural Assessment (FBA)
Positive behaviour support is based on the principle that behaviour is functional; it serves a purpose
for the child. Behaviours, both appropriate and inappropriate, are supported by reinforcement in the
environment. Structured analysis of the behaviour and the context surrounding it can help to identify
the function of the behaviour and enable us to achieve the same function with alternate behaviour.
This functional assessment of behaviour clearly describes a behaviour; identifies the contexts (events,
times, and situation that precede the behaviour and identifies the outcomes that maintain the
behaviour. A plan can then be devised to achieve the desired outcome but with more appropriate
behaviour. The positive behaviour support process involves goal identification, information
gathering, hypothesis development, support plan design, implementation and monitoring.
Strategies to change undesired behaviour must be ones that teachers and parents are able and willing
to use and that make an impact on the child’s ability to participate in community and school activities.
By changing the trigger and reinforcement in the environment and teaching the child alternate ways
to achieve the desired goal, the student’s behaviour changes in ways that allow him/her to be
included in the general education setting.
What is the problem?
What is the problem?
Essentially we look at:
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problem validation
setting events
triggers
consequences
….to develop a ‘Behavioural Hypothesis’
Gather information using the following methods:
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functional assessment
parent interview
direct observation with basic data collection
student assisted interview
motivational assessment
problem validation
social cues questionnaire
15
Essential Questions for a Functional Behaviour
Assessment
1. What does the student do that you are concerned about? If there are more than one or two
things, which one or two pose the greatest safety risk or the most disruptions in school?
2. When did the behaviour first appear? Did anything change in the student’s life around this time?
3. What does the behaviour look like?
4. What happens right before the student engages in the behaviour?
5. When does the student engage in the behaviour?
6. When does the student not do the behaviour?
7. How could you ensure that the behaviour occurs?
8. Is there anything that you can do to prevent the behaviour?
9. What does staff do when the student does the behaviour?
10. What do other students do when the student does the behaviour?
11. What have you tried to do in the past to manage the behaviour? Has it worked?
12. Why do you think the student is behaving in this manner?
13. Is there anything else about the student’s behaviour that I should know?
16
Parent Interview
Student History
Pupil’s Name:
Date of Birth:
Chronological Age:
Grade/Teacher:
School:
Early History:
Please note if there were any outstanding/unusual factors during your pregnancy with your child
(illness, premature, medications, etc.)
Describe your child’s toddler and preschool years. Did they meet milestones as expected? Were
there any unusual events?
If your child attended preschool, how was his/her experience?
Family History:
Has anyone in your immediate family including your child’s grandparents and aunts and uncles
experienced challenges in school to do with learning and/or behaviour and/or mental illness? If so,
please comment on the nature of the concern.
Please note all of the people that presently live in your home with your child. Do they get along with
your child?
What languages are spoken in the home?
Do you have any concerns about your child at home? At school?
Does your child have any medical diagnoses or concerns (allergies)? If so, please list. Is your child on
any medication? If so, please list.
What would you say are your child’s strengths? Concerns?
17
School Years:
Describe your child’s initial school experience.
Describe your child’s primary grade experience. Did they enjoy school?
Describe your child’s intermediate or present grade experience. Do they speak about school at
home? What do they say?
Out of School:
What are your child’s strengths?
Does your child attend daycare? If so, where do they go? How long are they there? Has the daycare
expressed any concern about your child?
Does your child participate in any activities in the community (baseball, Cubs, etc.)? If so, do they
enjoy these activities?
Does your child have many friends? Do they attend play dates at others’ houses?
What does your child like to do in their spare time?
Do you have anything to add that has not been inquired about?
File Review
Peruse the student’s general and confidential school file and make notes regarding their progress as
reported on report cards and/or other reports.
Report Card Comments
Kindergarten Grade 1 Grade 2
Grade 3
Assessment Results:
How many schools has this student attended?
Is lateness or absenteeism an issue?
Other:
18
Grade 4
Grade 5
Grade 6
Grade 7
Student-Assisted Functional Assessment Interview
Student: ________________________Date: _____________Interviewer: _______________________
Section 1
1. In general, is your work too hard for
you?
2. In general, is your work too easy for
you?
3. When you ask for help
appropriately, do you get it?
4. Do you think work periods for each
subject are too long?
5. Do you think work periods for each
subject are too short?
6. When you do seatwork, do you do
better when someone works with
you?
7. Do you think people notice when
you do a good job?
8. Do you think you get the points or
rewards you deserve when you do
good work?
9. Do you think you would do better in
school if you received more rewards?
10. Are there things in the classroom
that distract you?
11. Is your work challenging enough for
you?
Always Sometimes Never
Always Sometimes Never
Always Sometimes Never
Always Sometimes Never
Always Sometimes Never
Always Sometimes Never
Always Sometimes Never
Always Sometimes Never
Always Sometimes Never
Always Sometimes Never
Always Sometimes Never
Section 2
1. When do you think you have the fewest problems with _____ (target
behaviour) in school?
Why do you have problems during this/these times?
2. When do you think you have the most problems with ______ (target
behaviour) in school?
Why do you have problems during this/these times?
3. What changes could be made so you would have fewer problems
with ______ (target behaviour)?
4. What kind of rewards would you like to earn for good behaviour or
good school work?
5. What are your favorite activities at school?
6. What are your hobbies or interests?
7. If you had the chance, what activities would you like to do that you
don’t have the opportunity to do now?
19
Section 3
Rate how much you like the following subjects:
Not at Not very Fair/OK
all
much
Reading
1
2
3
Math
1
2
3
Spelling
1
2
3
Computers
1
2
3
Spelling
1
2
3
Handwriting
1
2
3
Science
1
2
3
Social Studies
1
2
3
English
1
2
3
Writing/Stories
Music
1
2
3
Art
1
2
3
Like
4
4
4
4
4
4
4
4
Like very
much
5
5
5
5
5
5
5
5
4
5
4
4
5
5
What do /don’t you like
about
Adapted from: Kern, L., Dunlap, G., Clarke, S., & Childs, K. (1994)
Original available online: http://pbismissouri.org/si2009/FBA_Student_Interview_Kern.pdf
20
Motivational Assessment Scale
Name: ________________________ Rater: ________________________ Date: ________________
To complete the Motivational Assessment Scale, select one behaviour that is of particular interest. It
is important that you identify the behaviour specifically. Once you have specified the behaviour to be
rated, read each question carefully and circle the one number that best describes your observations
of this behaviour.
Always
Almost
Always
Usually
Most of
the time
Seldom
21
Almost
1. Would the behaviour occur continuously, over and over, if this
person was left alone for long periods of time?
2. Does the behaviour occur following a request to perform a
difficult task?
3. Does the behaviour seem to occur in response to your talking
to other persons in the room?
4. Does the behaviour ever occur to get a toy, food, or activity
that this person has been told they cannot have?
5. Would the behaviour occur repeatedly, in the same way, for
very long periods of time, if no one was around? (for example
rocking back and forth)
6. Does the behaviour occur when any request is made of this
person?
7. Does the behaviour occur when you stop attending to this
person?
8. Does the behaviour occur when you take away a favorite toy,
food, activity?
9. Does it appear to you that this person enjoys performing the
behaviour?
10. Does this person seem to do the behaviour to upset or annoy
you when you are trying to get him or her to do what you ask?
11. Does this person seem to do the behaviour to upset or annoy
you when you are not paying attention to him or her?
12. Does the behaviour stop occurring shortly after you give this
person the toy, food, or activity he has requested?
13. When the behaviour is occurring, does this person seem calm
and unaware of anything else that is going on around him or
her?
14. When the behaviour stops occurring shortly after (one or two
minutes) you stop working or making demands of this person?
15. Does this person seem to do the behaviour to get you to spend
some time with them?
16. Does the behaviour seem to occur when this person has been
told that he or she can’t do something he or she wanted to do?
Never
Question
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Scoring the Motivational Assessment Scale
The Motivational Assessment Scale is a questionnaire designed to identify those situations in which an
individual is likely to behave in certain ways. From this information, more informed decisions can be
made concerning the selection of appropriate rein forcers and treatments. To complete the Scale,
select one behaviour that is of particular interest. It is important that you identify the information
very specifically. “Aggression”, for example, is not as good a description as “Hits his sister”. Once you
have specified the behaviour to be rated, read each question carefully and circle the one number that
best describes your observations of this behaviour.
Behaviour to be rated: __________________________________________________________
Sensory
1
5
9
13
Escape
2
6
10
14
Attention
3
7
11
15
Tangible
4
8
12
16
Total Score:
Mean Score:
Relative Ranking:
Source: Durand, V., Mark Motivational Assessment Scale, 1990
This scale is available at: hhtp://www.connectability.ca/connectability/pages/si_tipsheets/mas-tool.pdf
22
30 Second Momentary Time Sample of On and Off
Task Behaviours
Date: ____________________________
Student Name: ____________________
Recorder: ________________________
Instructions: Every thirty seconds for 15 minutes record if the target and control students are on task.
Note in the comment section the activity in the class and the student’s activity. Record behaviour
only for the 30 second mark. Do not record behaviour before or after that second.
30 second
Target Student
Control
Comments
intervals
X = off task
Student
Please note activities in class and student’s activities
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
23
Functional Assessment Interview Form
Interviewer(s): ___________________________________
Dates(s): _______________________________________
Student(s): ______________________________________
Respondent(s) Title: ______________________________
1. Describe the behaviour of concern.
2. How often does the behaviour occur?
How long does it last?
How intense is the behaviour?
3. What is happening when the behaviour occurs?
4. When/where is the behaviour most/least likely to occur?
5. With whom is the behaviour most/least likely to occur?
6. What conditions are most likely to precipitate (“set-off”) the behaviour?
7. How can you tell the behaviour is about to start?
24
8. What usually happens after the behaviour? Describe what happens according to adult(s), peers,
and student responses.
9. What is the likely function (intent) of the behaviour; that is, why do you think the student
behaves this way?
10. What does the student get or avoid?
11. What behaviour(s) might serve the same function (see question 9) for the student that is
appropriate within the social/environmental context?
12. What other information might contribute to creating an effective intervention plan (e.g. under
what conditions does the behaviour not occur)?
13. Who should be involved in planning and implementing the intervention plan?
Source: Lewis, T.J., Scott, T.M., and Sugai, G. (1994)
The problem behaviour questionnaire: A teacher-based instrument to develop functional hypotheses of
problem behaviour in general education settings. Diagnostique, 19, 103=115. (Reprinted with permission)
25
Problem Behavioural Questionnaire
Respondent Information
Student: __________________________ DOB: ________________Grade: ____ Sex: M F IEP: Y N
Teacher: ________________ School: _________ Telephone: _____________Date: ______________
Student Behaviour: Please briefly describe the problem behaviour.
Keeping in mind a typical episode of the problem behaviour, circle the frequency at which each of the
following statements are true
Percent of the Time
Never 10% 25% 50% 75% 90% Always
1. Does the problem behaviour occur and persist
when you make a request to perform a task?
2. When the problem behaviour occurs do you
redirect the student to get back to task or follow
rules?
3. During a conflict with peers, if the student
engages in the problem behaviour do peers leave
the student alone?
4. When the problem behaviour occurs do peers
verbally respond or laugh at the student?
5. Is the problem behaviour more likely to occur
following a conflict outside the classroom? (e.g.,
bus write up)
6. Does the problem behaviour occur to get your
attention when you are working with other
students?
7. Does the problem behaviour occur in the
presence of specific peers?
8. Is the problem behaviour more likely to continue
to occur throughout the day following an earlier
episode?
9. Does the problem behaviour occur during specific
academic activities?
10. Does the behaviour stop when peers stop
interacting with the student?
11. Does the behaviour stop when peers are
attending to other students?
12. If the student engages in the problem behaviour
do you provide one-on-one instruction to get
student back on task?
13. Will the student stop doing the problem if you
stop making request or end an academic activity?
14. If the student engages in the problem behaviour,
do peers stop interacting with the student?
15. Is the problem behaviour more likely to occur
following unscheduled events or disruptions in
classroom routines
Source: Lewis, T.J., Scott, T.M., and Sugai, G. (1994)
26
Problem Behaviour Questionnaire Profile
Student: _______________________________________________ Grade: ________________
School: _______________________________________________ Date: _________________
Directions:
Circle the score given for each question from the scale below the corresponding question number (in
bold)
Peers
3
6
5
4
3
2
1
0
Escape
10 14
6
6
5
5
4
4
3
3
2
2
1
1
0
0
Attention
4
7 11
6
6
6
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
0
0
0
Adults
1
6
5
4
3
2
1
0
Escape
9 13
6
6
5
5
4
4
3
3
2
2
1
1
0
0
Attention
2
6 12
6
6
6
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
0
0
0
Setting Events
5
6
5
4
3
2
1
0
8
6
5
4
3
2
1
0
15
6
5
4
3
2
1
0
Analysis of Possible Function(s) of student behaviour
Source: Lewis, T.J., Scott, T.M., and Sugai, G. (1994)
The problem behaviour questionnaire: A teacher-based instrument to develop functional ypotheses of problem behaviour in general
education settings. Diagnostique, 19, 103-115. Reprinted with permission
27
Social Cues Questionnaire
An informal interview with students who have difficulty following classroom routines and/or
identifying, interpreting or responding to social cues can give valuable insights that guide support.
The following questions are adapted from ‘The Social Cues Questionnaire’ found in Carol Grays’
Taming the Recess Jungle.
Select the questions that are most relevant and always review the answers with the classroom
teacher.
Name: ____________________________________________ Date: _________________________
School: ____________________________________________ Teacher: ______________________
Morning Routine
What is the first thing you should do when you get to school in the morning?
When you finish that, what’s next?
How do you know when it is time to stop doing that?
The hardest thing about starting the day at school is….
Rules
Which rule do you think is the best or most important?
What rule do you think your class should have?
One thing you should NEVER do in my class is …..
Does your class have a rule about raising your hand? If so, when do children raise their hand? Why?
If you raise your hand to answer, will your teacher always call on you to give the answer?
28
My Teacher
How do you know when your teacher is going to say something REALLY important? (what does your
teacher say and/or do?
How do you know when your teacher is joking or teasing (trying to make others laugh)? What does
your teacher say and/or do?
My teacher likes it when children…..
What does your teacher do when it is time for a lesson to begin?
One thing my teacher does that I really like is …..
Lines
Who gets to be first in Line? How do you know?
Do you like to be first in line? at the end of the line? somewhere in between? Doesn’t matter?
What should a child do if it is time to get in line and they are not finished with their work?
Recess
Are there rules at recess? If so, what are some of the rules?
What do you think is the best thing about recess?
Is there anything about recess you don’t like? Can you tell me about it?
What is the funniest thing you have ever seen at recess?
How do you know when it is time to come in from recess?
29
Transitions
What is the first thing you usually do after morning recess? Lunch?
Where do children put papers that they have finished?
If a child in your class finishes ALL their work, what can they do?
30
Social Stories
Goal of Social Stories
To share relevant information including where and when a situation takes place, who is involved,
what is happening, and why it is happening.
Writing Social Stories
Social stories are comprised of a combination of three types of sentences:
1. Descriptive sentences: define where a situation occurs, who is involved, what they are doing,
and why.
2. Perspective sentences: describe the thoughts and feelings of other people.
3. Directive sentences: statements that directly define what is expected as a response to given
cue or situation. These sentences generally begin with, “I will try…” or “I will work on…”
In each social story there are directive sentences written for every 2-5 perspective and/or descriptive
sentence. Stories can be written with supporting pictures. Sometimes it is beneficial to write the
stories with the student or to have the student make illustrations to support the story. For younger
students it is important to keep the stories short with only one or two sentences per page.
When to use a Social Story
Social stories can be used at any time a staff member feels a student could benefit from advance
information about a social situation OR whenever a student has demonstrated, through their
behaviour that they have not understood or reacted appropriately to a given situation.
Guidelines for writing Social Stories
1. Positively state desired behaviours.
2. Write at or below a student’s comprehension level.
3. Provide assistance recognizing and interpreting social cues, describe who, what, where, why
and when.
4. “Write in” reality by including variations in routine.
5. Use care with illustrations, being cautious of including extraneous details.
6. Consider using “wh” questions as titles or subtitles.
7. Functionally or visually define ambiguous terms.
8. Carefully write from the first person perspective.
9. Ensure that the story is accurate if interpreted literally, using terms “like”, “sometimes”, and
“usually”.
10. Consider incorporating interest into how a story is written or implemented.
For Example
On most school days we have recess (descriptive). Usually recess is outdoors (descriptive).
Sometimes recess is indoors (descriptive). Usually our principal looks at the weather to decide
if recess is going to be indoors (perspective). The principal will tell my teacher if recess has to
be indoors (descriptive). If recess is indoors, I will try to stay calm (directive). On another day,
recess will be outdoors (descriptive).
31
Collaborative Problem Solving
Adapted from Dr. Rose Greene
1 Empathize with the student
 Keeps student calm.
 Good way to keep student rational enough to converse.
 Ensures student’s problem is on the table.
 How? Repeat problem back to student, e.g. “Your work is too hard for you”, “You do not
like to work next to Gerry”, etc.
2 Define the Problem
 Adult places their concern on the table (Problem: “Two concerns that have yet to
reconciled”), e.g. “Your work is too hard but I need to see what parts you understand and
what parts you need help with”, “You don’t want to sit next to Gerry but I need you close
to me so I can help you”.
 Important…..do not try to solve the problem.
3 Invitation to brainstorm possible solutions
 Use language that is open and inviting, e.g. “Let’s think about ways we can change this so
it works for both of us”.
 Allow for all solutions to be considered but ensure that both student and teacher needs
are met and enlist student’s support to try the solution, e.g.
Your work is too hard but I need to see what parts you understand and what parts you need help
with”.
“The writing part is too hard for me”.
“What can we do not minimize the writing part so you can be successful?”
“I don’t know. Maybe we could try you writing part of it”.
“Would it help if you told me what to write and I wrote it down”?
“I think that would help”.
“OK then. We can try that. You let me know if you are still having trouble and then we can look at it
again.”
32
ABC OBSERVATION FORM
Student Name_________________________ Observation Dates _________________
Behaviour(s) ___________________________________________________________
Antecedent
(What happened before the
behaviour occurred?)
Behaviour
(What did the student do?)
33
Consequence
(What happened as a result of
the behaviour?)
RIOT SUMMARY
(Review File-Interview-Observe-Test)
Date: _______________________
Student’s Name: __________________________
Date of Birth: (mm/dd/year)_________________ Grade: _______ School: ______________________
Ministry of Education Category
Medical/Neurological/Emotional Diagnosis
Strengths
Concerns/Needs Checklist
□ Cognition/Intelligence
□ Attention/Focus
□ Academics
□ Social Skills/Interactions
□ Functional Skills/Life Skills
□ Behaviour/Safety
□ Communication
□ Other
34
Provide Summary of Concerns
Concerns/Needs
Cognition/Intelligence
Academics
Functional Skills/Life Skills
Attention/Focus
Social Skills/Interactions
Behaviour
Communication
Parents’ Hopes of Concerns and/or Student Hopes or Concerns
35
CONFIDENTIAL
Support Plan
To be attached to student’s IEP
For Behaviour Interfering with Student’s Learning or the Learning of His/Her Peers
Student Name _____________________ Today’s Date ____________Next Review Date ___________
PREVENTION PART 1: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES
The behaviour impeding learning is (describe what it looks like)
Frequency or intensity or duration of behaviour.
It impedes learning because…
What are the predictors/antecedents for the behaviour? (Situations in which the behaviour is likely to
occur, people, time, place, subject, etc.)
What supports/rewards the student using the problem behaviour? (What is missing in the
environment/curriculum or what is in the environment curriculum that needs changing?)
Remove student’s need to use the problem behaviour
What environmental changes, structure and supports are needed to remove the student’s need to
use this behaviour? (Changes in Time/Space/Materials/Interactions to remove likelihood of
behaviour)
Who will establish?
Who will monitor?
Frequency?
Team believes the behaviour occurs because: (function of behaviour in terms of getting, protest or
avoiding something)
What team believes the student should do INSTEAD of the problem behaviour? (How should the
student escape/protest/avoid or get his/her need met in an acceptable way?)
What teaching strategies, curriculum or materials are needed? (List successive teaching steps for
student to learn replacement behaviour/s).
Who will establish?
Who will monitor?
Frequency?
What are reinforcement procedures to use for establishing, maintaining, and generalizing the
replacement behaviour(s)?
Reinforce for using replacement behaviour.
behaviours.
Criteria for success?
Reinforce for general increase in positive
Frequency?
Monitored by whom?
36
Date ____________________________ Student Name _____________________________________
School __________________________ Program __________________________________________
Student Strengths
Safety Issues
Known Triggers
What are the strengths of the
student:
Nature of the concern (what
does the student do that
makes him/her a behaviour
concern, e.g. pinches staff,
kicks, runs away from school,
etc)
What do you know causes the
student to act this way, e.g.
work that is challenging,
changes in schedule, not
getting his/her way, etc.
Proactive Strategies
Ecological Changes
Positive Programming
Focused Support
What changes have been or can
be made in the physical
interpersonal, or program
environment to better fit the
student’s needs, e.g. decrease
task difficulty, provide (picture)
schedule, reduce noise, etc.
Longitudinal instruction
designed to teach skills to
facilitate behavioural changes,
e.g. counselling, social skills
instruction, relaxation training,
etc.
Specific strategy to reduce or
eliminate the need for a reactive
strategy, e.g. reinforcement
programs such as Alt-R, DRO,
DRL, etc.
Reactive Strategy
Situational Management
What to do if the student acts out, usually a list of interventions to follow to attempt to de-escalate
the immediate safety concern, e.g. remove demands, give in to student wants, move away from
student, change activity, if student gets physical then use CPI restraint until student is calm, etc.
Designated staff will implement the following crisis management plan when necessary
37
Precursor Behaviours (What you see)
Anxiety: noticeable increase or change in ……
Staff Responses (What you do)
Be Supportive* empathetic, non-judgmental
response
Defensive: cues that this student is beginning to Be Directive * set simple, clear, enforceable
lose the ability to think or process information
limits
Acting Out: risk to self or others
Crisis Intervention Plan * injury prevention
Tension Reduction: cues that this student is
Therapeutic Rapport: re-establish rapport –
calm
do not recriminate
Response Progression Crisis Intervention Plan *:
a. Keep a safe distance.
b. Clear the area.
c. Assign one person to direct the actions of intervening adults.
d. Physical restraint strategies as a last resort when there is a danger to self/others.
Post Incident Debriefing: ensure all involved employee(s) are included
Other means to minimize risk: i.e. clothing, earrings, etc.
Criteria for calling home:
Reintegration Plan: (if required)
38
This Plan will be reviewed:
a. Regularly by the principal or designate
b. If any change in behaviour occurs such that the risk of violence is different and/or an
incidence of violence occurs.
A safety plan meeting will be convened;
The principal or designate will call a safety plan review meeting if new information
indicates that the safety plan needs to be reviewed or modified.
I have read this plan and am aware of safety procedures to be followed when working with:
(Student’s name)____________________________________________________________________
Signature:
Title:
Date: (mm/dd/year)
39
Effective Reaction Part II: Reactive Strategies
What strategies will be employed if the problem behaviour occurs again?
1. Prompt student to switch to the replacement behaviour.
2. Describe how staff should handle the problem behaviour if it occurs again.
3. Positive discussion with student after behaviour ends.
4. Any necessary further classroom or school consequences
Personnel?
Observation and Analysis Conclusion:
Are curriculum accommodations or modifications also necessary? Where?
Describe:
□ Yes
□ No
Are environmental supports/changes necessary?
□ Yes
□ No
Is reinforcement of replacement behaviour alone enough (no new teaching is
necessary)?
□ Yes
□ No
Are both teaching of new replacement behaviour AND reinforcement needed?
□ Yes
□ No
Is this Support Plan to be coordinated with other agency’s service plans?
□ Yes
□ No
Person responsible for contact between agencies.
□ Yes
□ No
Communication Part III: Communication Provisions
Manner and content of communication
Between?
Frequency?
Participation Part IV: Participants in Plan Development
Student _________________________________________
Parent/Guardian _________________________________
Educator and Title ________________________________
Educator and Title ________________________________
Administrator ___________________________________
Administrator ___________________________________
Other __________________________________________
40
Managing Behaviour
Make appropriate behaviour more effective
 Provide range of positive reinforcers (give choice).
 Provide rich schedule of positive reinforcement (start rich and fade to intermittent).
Make the problem behaviour irrelevant




Modify the activity schedule.
Adapt curriculum (change what is done).
Modify instruction (change what is done).
Add prompts for appropriate behaviour (give reminders).
Make the problem behaviour less efficient
 For example: Teach specific replacement skills (taking a break rather than hitting).
 Teach adaptive social skills (asking rather than taking).
Make the problem behaviour less effective
 Minimize positive reinforcement for problem behaviour (ignoring yelling for attention)… pay
attention when students are quiet.
 Minimize negative reinforcement for problem behaviour (ignoring yelling for escape).
41
Sensory Checklist and Strategies
Tactile (Touch) Observations
□ Touches face
□ Constantly touches objects,
people
□ Repels from unexpected touch
□ Hugs self tightly
□ Rigid posture
□ Lies on floor
Oral Observations
□ Chews on shirt, draw strings,
pencils, etc.
□ Clenches/grinds teeth
□ Sucks objects
□ Drinks excessively/likes sucking
straws
□ Eats excessively
Hearing Observations
□
□
□
□
□
Covers ears
Isolates self from excessive noise
Avoids gym (PE/assemblies)
Startle response to fire alarm
Doesn’t understand verbal
instructions
□ Distracted by sounds/attention
difficulties
Vision Observations
□ Difficulty attending visually to
work
□ Unable to keep place when
reading
□ Squinting with bright light,
looking closely at work
□ Unable to coordinate eyes to
follow movement
□ Avoids eye contact
□ Unable to copy from the board
Tactile Strategies
□
□
□
□
□
□
□
□
□
Roll in blanket/weighted blanket
Roll body with deflated ball
Make pillow/bean bag/mat “sandwich”
Flour/sand/rice balloons
Stress/Koosh ball
Compression vest
Firm touch/pressure on back/legs/arms/hands
Massage with hands or towel
Use bean bag/inner tube chairs for circle
time/”hide-outs”
□ Fabric swatches on key ring (satin, fleece, velvet)
□ Work lying on stomach
Oral Strategies
□ For chewing: teething toy, theratubing bracelet,
chewy necklace, straw, gum
□ For sucking: water bottle with straw, blow toys
□ For vocalizing: blow toys that vibrate, harmonica
□ For eating: try
sweet/sour/salty/spicy/crunchy/chewy foods
Hearing Strategies
□ Create a sensory “hide-out” with room dividers,
tents, study carrel, bean bag/inner tube chairs
□ Alternate learning centre (library/quiet room)
□ Minimize verbal instruction – use visual, touch and
movement cueing
□ Use ear protectors or headband
□ Use listening centre/discman/walkman
Vision Strategies
□ Create a sensory “hide-out” with room dividers,
tents, study carrel, bean bag/inner tube chairs
□ Minimize visual instruction – use verbal, touch and
movement cueing
□ Position student by window-away from fluorescent
lights
□ Visual chart/sequence activities
□ Reduce visual clutter on walls.
42
Adaptations to Maximize Success for All
Adaptations included in lessons
Do all students have opportunities to:
Participate with minimal reading
Participate with minimal writing
Other possibilities
Do some students need:
A reader
Who?
A scribe
Who?
Develop oral concepts before using
text
Develop vocabulary before using
text
Photocopied notes
Work with small chunks of written
language at a time
Dream writer
Use the language of the unit/lesson
in independent writing
Receive information through both
oral and visual presentation
Represent knowledge and
understanding using oral and visual
methods
Verbalize their ideas and
understandings
Hear others verbalize their content
knowledge and understandings
Hear others verbalize their
strategies for learning
Share ideas to questions that have
minimal ‘right and wrong’ answers
Complete activities to the best of
their personal ability (expectations
are differentiated)
Participate in cooperative group
lessons
To have planner and or
homework monitored
Prepared graphic organizers
to take notes
Personal copy of text
(highlight, cut up, take home,
enlarged/shrunken text, etc.)
Written instructions
Alternative text
Represent knowledge by
drawing pictures
Oral tests and exams
Extra time for tests
To be evaluated through
observation of demonstrated
knowledge instead of test
Participate in open-ended lessons
43
Specifically for:
Suggested Adaptations
Format/Presentation
Performance
Environment
Same assignment
□ Open-ended
questions
□ Fewer questions
Enlarge one portion to fit the
page
□ Highlight key words
□ Include pictures
□ Substitute more
appropriate
questions
Hand signals or signing if
appropriate
Have student highlight relevant
information
Use Dycem (sticky paper) to
keep things from falling
Cut & paste to simplify or
emphasize main points
Small group setting
Draw pictorial answers
Modify pace – speak more
slowly
Break into manageable steps
Diorama, models
Study carrels, tutoring space,
“private office”, screens,
dividers
FM transmitter
Child repeats instructions to
peer to clarify
Use overhead transparencies,
paper clipped to text so student
can write in the book
Allow sub-vocalizing during
reading and math
Alternate note-taking formats
□ other kids
□ EA
□ Highlight notes
□ Tape record notes
□ Photocopy peer’s notes
Extra time to get work done
Tape records instructions
Use demonstrations
Use graphic organizers and
visuals
Use real materials, concrete
examples, simple language
Cut pictures from magazines
Highlight directions
Smaller clusters of work
Peer/tutor coach or re-teach
Date stamp, number stamps
Number line, alphabet on desk
Video presentation for later
use
Written or pictorial instructions
as well as verbal
Highlight answers instead of
writing
Photocopy brainstormed words,
phrases to use as answers (copy
or cut & paste)
44
Special equipment (tilted desk,
wheelchair accessible, etc.)
Desk organizers (lazy-susan)
with pictures or colour-coding
Card or hand sign to indicate “I
need help”
Change seating frequently to
promote socialization
Seat with appropriate partners
Preferential seating (front, back,
quiet, lighting, near teacher,
etc.)
Larger table instead of desk
Bookends, book holder,
tie pencil to desks
Have timetable on desk, in
notebooks
Sit on mat or chair at circle time
Allow longer processing and
feedback time
Vary modes of presentation
(auditory, visual, tactile,
kinesthetic)
Picture cards or pictographs for
instructions
Length of teacher talk (prim, 5-7
min, intermediate 7-12 min)
Complete graphic organizer
instead of writing full
sentences
Allow student the choice of
presentation method
Mask to cover parts of
worksheets
Enlarge the print
Large pencil, pencil grip, etc.
Computer software for extra
practice
Appropriate lines: raised line,
wide lines, interlined, lined in
colour, blank unlined
Use white out to reduce the
amount of print on the page
Colour-code materials or subject
areas
Use tabs on pages to help find
specific pages more easily
Post-it notes to identify key
areas
Adaptive keyboards,
typewriters, computers, laptop, calculator, spell-check, etc
List of items to complete on
desk
Change classroom for short
periods to meet specific goals
Create legitimate opportunities
to move
Materials
Use overlays
Reduce excess paper &
materials
Evaluation
Self-evaluation, peer
evaluation
Show knowledge in different
ways
Develop criteria with students
Use personalized criteria
Portfolio assessment
Taped version of test to which
the student responds
Scribe
Oral tests
Tell what specific areas student
should study
Allow calculator use
Use in-class evidence of child’s
knowledge (observations, work
samples, in-class performance)
Extended time limits
Open book or take-home test
Take test in another room
Provide more space to write
Reduce number of questions
Have someone read questions
Teach memorization skills
Evaluate the student verbally
from conversations or
discussion
Pictorial answers
45
Assistance
Pear Assistant or EA
□ As model
□ As helper
□ As organizational
assistant
□ As questions answerer
□ As reader
□ As scribe
□ As peer tutor preview,
review material
□ Partner or shared
reading
□ Clarify instructions or
information
Reduce the time pressure
Reduce the number of
instructions
Stand near the student
Give a cue to student when an
important instruction is about
to be given
Checklist for Adaptations
Learning Challenges:
















Don’t penalize spelling, capitalization, punctuation, etc.
Avoid oral reading
Reduce/alter assignment length
Highlight key points in text
Have student preview materials
Summary sheet to fill in while listening
Graphic organizers
Photocopy information
Demonstrate/model comprehension, note taking & thinking
Use both visual and auditory presentation
Chunk information
Monitor comprehension frequently
Use concrete examples/manipulative
Videotape/audiotape lesson for later use
Provide overheads used for review
Extra time for assignments and tests
Organization:
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
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



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Direct instruction in organizations skills
Use one main binder
Locker list of required materials
Teach/monitor time management skills
Allow choice of work when possible
Use contracts
Provide models of completed work
Chunk large tasks
Minimize distractions
Private cueing system
Use proximity, eye contact or hand signal
Clearly established expectations & consistent consequences
Provide/allow movement opportunities
Positive Behavioural Supports:
 Modify the activity schedule (Premack)
 Adapt curriculum (change what is done)
 Modify instruction (change how it’s taught)
 Add prompts for appropriate behaviour (give reminders)
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 Teach specific replacement skills (taking a break rather than hitting)
 Teach adaptive social skills (asking rather than taking)
 Minimize positive reinforcement for problem behaviour (ignoring yelling for attention)….pay
attention when students are quiet
 Minimize negative reinforcement for problem behaviour (ignoring yelling for escape)
 Provide range of positive reinforcers (give choice)
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Thinking About My Inappropriate Behaviour
Under stress, self-controlled people think differently than people without self-control. They can
describe more accurately (1) the undesired behaviour, (2) the negative consequences of an undesired
behaviour, (3) what they should be doing as an alternative strategy, and (4) the positive consequences
of the appropriate behaviours.
(1) When did my inappropriate behaviour happen? Where was it and who was present at the time?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2) What poor choice did I make? (Undesirable behaviour)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
(3) What negative outcomes might occur (or did occur) if or when I use this unacceptable behaviour?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
(4) What could I have done instead? (put a check [ ]of what you might do next time if a similar
situation occurs)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
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Student Reflection Sheet
Think!
What could I have done differently?
Name: _____________________________
Date: ______________________________
What happened?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Why was this a problem?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
What could I do differently next time?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
I will try to do the right thing next time.
_________________________
Student
___________________________
Teacher
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Problem Solving Conference
Planning Sheet
Who is involved?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
What is the problem or issue?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
What can the students do to solve the problem?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
How can adults help to solve the problem?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
We are willing to try the above solutions to solve this problem.
Signed: ___________________________
______________________________
___________________________
______________________________
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Sample Behaviour Contract
Once a week I, Samantha _______________, will go outside
at lunch to play.
I know that I can use a guaranteed “yes” from
__________________ if I need someone to play with.
If I go outside at least once a week, Mrs. “Smith” will give me
either some cantaloupe or lemonade. Yum!
Signed
________________________
Samantha ________
__________________________
Mrs. “Smith”
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Monday
Sample Primary Weekly Schedule
Tuesday Wednesday Thursday Friday
Math
Math
Math
Math
Mail Job
Recess
Recess
Recess
Recess
Recess
Computer
Gym
Science
Band
Science
Lunch
Lunch
Lunch
Lunch
Lunch
Language Arts
Language Arts
Recycling Job
Language Arts
Language Arts
Science
Music
Gym
Art
Cooking
Home Time
Home Time
Home Time
Home Time
Home Time
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Web Resources
The following web sites are helpful for teachers. Not all are specifically for students with
special needs, but they provide a basis on which a teacher can adapt the ideas and activities
provided based on the needs of their students.
Some of these web sites are FREE, others are by membership for a nominal fee.
A Parent’s Guide to Helping Kids with Learning Difficulties – Schwab Learning
www.schwablearning.org
abcteach
5,000+ free printable pages and worksheets as well as membership for access to even more
resources
Austrailian Scale for Asperger’s Syndrome (A.S.A.S.)
http://www.udel.edu/bkirby/asperger/aspergerscale Attwood.html
Amercian Psychiatric Association
www.psych.org
Attention Deficits: What Teachers Should Know
www.dbpeds.org/articles/detail.cfm?id=31
Canadian Mental Health Association
Fact Sheets on Mental health and Addictions Issues
www.cmhabc.org/content/resources/primer/primer.html
Council for Exceptional Children (CEC)
The largest international professional organization dedicated to improving educational
outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted –
www.cec.sped.org
Differentiated Instruction
www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.htm
Dr. Behrmann
A Richmond Pediatrician who specializes in children with ADHD, Behaviour Problems, Autism
and general pediatrics
http://www.drbehrmann.com
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edHelper.com
Lesson plans, worksheets, primary teacher resources and much more are available from this
website. Subscribe to edHelper for only $19.99
Kansas Autism Spectrum Disorders
http://www.kansasasd.com/KSASD/Home.html
LD Online
www.ldonline.org
Learning Page
Learning Page is a huge collection of professionally produced instructional materials for you to
download and print. Lesson plans, books, and worksheets can be found on the site.
Membership is FREE
The Lesson Plans Page.com
Topics include: math, science, music, language arts, computers and internet, social studies, art,
PE and Health and other lessons. Learning Page is a huge collection of professionally produced
instructional materials for you to download and print. Lesson plans, books, worksheets, and
much more can be found on the site.
Literactive
Provides reading material for pre=school, kindergarten and grade 1 students available online.
The program is comprised of carefully leveled guided readers, comprehensive phonic activities
and a wealth of supplemental reading material which gradually develop a child’s reading skills
in a sequential and enjoyable manner. All the material is available for FREE from this site. You
just need to register
Marc Sheehan’s Corner of Cyberspace
Lesson Plans Page
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Ministry of Education
Teaching to Diversity
http://www.bctf.ca/TeachingToDiversity
Achieve BC
http://www.achievebc.ca/bvprd/bc/keyInitiativeHome.do?action_achieveBCUser
Reports and Publications
http://www.bced.gov.bc.ca/pubsadmin.htm
Teaching Students with Learning and Behavioural Differences – A resource Guide for
Teachers
www.bced.gov.bc.ca/specialed/docs/landbdif/
Gifted Education – A Resource Guide for Teachers
www.bced.gov.bc.ca/specialed/docs/gifted
National Geographic.com
FREE teacher tested lesson plans. U.S. conytent, but great information to help prepare science
or social studies lessons
POPARD
Provincial Outreach Program for Autism and Related Disorders
http://www.autismoutreach.ca
POPFASD
Provincial Outreach Program for Fetal Alcohol Spectrum Disorders
http://www.fasdoutreach.ca
PISP
Provincial Integration Support Program
http://www.pisp.ca
Primary school sites, lessons, resources
8000 FREE lesson plans and educational resources. Also includes lessons for gifted education,
ELL, Special Education, Assistive Technology and more
Puzzlemaker.com
By Discovery School.com Design your own word searches, criss-cross puzzles, computergenerated mazes, cryptograms, number blocks and more online using your own numbers or
word lists.
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Reading a-z
Download materials to teach guided reading, phonics, phonemic awareness, fluency and
comprehension. You can take a tour of the site and download books prior to signing up for
membership. Three different types of membership: District, School group license ($180 per
teacher/12 months) or individual ($49.95 for 12 months or $29.95 for 6 months) (US Funds)
Reading-Tutors
Helping children learn to read. Alphabet, phonological awareness, phonics, high=frequency
works, fluency and leveled reading (comprehension). Other resources include building a tutor
program and assessments, more than 350 packets. It includes everything for a 30-minutes
tutor session, for all types of programs, Pre-K through Grade 6.
SET-BC – Special Education Technology – BC
A wealth of resources on educational strategies and assistive technologies for students with
special learning needs
Sites of Teachers
Provides a comprehensive list of internet resources ranked by their popularity.
http://www.setbc.org
Starfall learn-to-read website
Offered FREE as a public service, they provide writing journals and books at a very low cost
that can be used with the website or separately. Primarily designed for first grade;
Starfall.com is also useful for pre-kindergarten, kindergarten and second grade.
Taking Care: Child and Youth Mental health
Knowledge Network multimedia resource
www.knolwedgenetwork.ca/takingcare/splash.html
TACSEI – Technical Assistance Centre on Social Emotional Intervention for Young Children
Great resources – handouts, Teaching Tools and more
http://www.challengingbehavior.org/index.htm
Teachers’ Domain
A multimedia digital library for the classroom that provides a variety of learning experiences.
The ever-expanding library currently includes collections on content subject areas, along with
video, audio, interactives, images and documents, media rich lesson plans and more.
Teachers Helping Teachers
This is a FREE, non-profit service. Material on this site is updated weekly during the school
year. Has a specific Special Education section.
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Theme Pages for Elementary Students and Teachers
Created by Jim Cornish, Grade Five Teacher, Gander, Newfoundland. Topics include: Earth
Science, Geography, Language, Space Science, Celebrations, Spelling Lessons, and more.
Time4Teachers.com
Teachers in BC who have compiled a collection of time saving resource materials for teachers.
There are over 500 language arts and time saving black-line masters that can be adapted to
suit your individual classroom needs. Sample downloads: Time savers like certificate borders.
Tool kits which include cue cards to aid students in the internalization of a strategy. Also,
available is the Black-line Master Exchange. Available for purchase are the Time4teachers
language Arts CD and one Best of the Web CD.
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Print Resources
1-2-3 Magic – Effective Discipline for Children 2-12
3rd edition by Thomas Phelan
25 Minutes to Better Behaviour. A Teacher-to-Teacher Problem-Solving Process
By Randy Sprick –A video and manual that will structure your collaborative team meetings on
disruptive students to only 25 minutes. Grades K-12
A Volcano in My Tummy – Helping Children to Handle Anger
By Eliane Whitehouse and Warwick Pudney
ADHD 102 Practical Strategies for “Reducing the Deficit
2nd edition by Kim frank and Susan J. Smith-Rex
Angry Monster Workbook
By Hennie Shore – Answers to questions teachers ask about sensory integration by Jane
Koomer and others
Assessment/Checklists
Motivation Assessment checklists by Durand and Crimmins
Bipolar Disorder in childhood and Early Adolescence
By Barbara Geller and Melissa Delbello
Bridging the Gap – Raising a child with Nonverbal learning Disorder
By Rondalyn Varney Whitney
Bully-Proofing Your School – A Comprehensive Approach for Elementary Schools
2nd edition by Carla Garrity and others
Classroom Management for All Teachers - 12 Plans for Evidence-Based Practice
2nd edition by Ennio Cipani
Driven to Distraction – Recognizing and Coping with ADD from Childhood through Adulthood
By Edward Hallowell and John Ratey
How Does Your Engine Run? – A Leaders Guide to the Alert Program for Self-Regulation
By Mary Sue Williams and Sherry Shellenberger
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Limitations of Punishment – Best Practices in School Psychology Vol 2
Edited by Alex Thomas and Jeff Grimes – pg 986
Orchestrating Positive and Practical Behaviour Plans
By Dawn Reithaug (Subjective Units of Distress – Catella)
Positive Behaviour Supports
School-Wide Positive Behaviour Support and Response to Intervention by George Sugai, PhD.
http://www.rtinetwork.org/Learn/Behavior/ar/SchoolwideBehavior
Practical Ideas That Really Work for Students with ADHD
By Kathleen McConnell and others
Preventing Problem Behaviors – A Handbook of Successful Prevention Strategies
By Bob Algozzine and Pam Kay
Ready-To-Use Social Skills Lessons & Activites for Grades PreK – K
By Ruth Weltmann Begun
Succeeding with Difficult Kids in the Classroom
Lee Canter & Associates 1993 – pg 113
Summary of Effective Teaching Practices
(Sugai, Horner, Gresham) - pg 325 – interventions for Academic and Behaviour Problems by
Shinn, Walker and Stoner
Survival Strategies for Parenting your ADD Child – Dealing with Obsessions, Compulsions,
Depression, Explosive Behaviour and Rage
By George Lynn
Take Five! Staying Alert at Home and School
By Mary Sue Williams and Sherry Shellenberger
Taming the Spirited Child – Strategies for Parenting Challenging Children Without Breaking
Their Spirits
By Michael Popkin
Taming the Worry Dragons
By Jane Garland and Sandra Clark
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Teaching Friendship Skills – Primary Version
By Pat Huggins and others
Teacher’s Encyclopedia of Behaviour Management, 100 Problems/500 Plans
By Randy Sprick – A discipline reference book for teachers, administrators, school
psychologists, counselors, etc., that provides practical solutions for over 100 common
classroom discipline problems such as tardiness, bullying, and cheating. Grades K -12.
Teaching the Tiger – A Handbook for Individuals Involved in the Education of Students with
ADD, Tourette Syndrome or Obsessive-Compulsive Disorder
By Marilyn Dornbush and Sheryl Pruitt
The Attention Deficit Disorders Intervention Manual
2nd edition by Stephen McCarney
The Explosive Child – A New Approach for Understanding and Parenting Easily Frustrated,
Chronically Inflexible Children
By Ross Greene
The Handbook to Helping Kids with Anxiety & Stress
By Kim Frank
The Incredible 5-Point Scale
Assisting Students with Autism Spectrum Disorders in Understanding Social Interactions and
Controlling Their Emotional Responses - by Kari Dunn Buron and Mitzi Curtis
The Pampered Child syndrome – How to Recognize It - How to Manage it and How to Avoid It
By Maggie Mamen
The Source for Nonverbal Learning Disorders
By Sue Thompson
Tough Kids Tool Box
By William R. Jenson, Ginger Rhode and H. Kenton Reavis
A complement and supplement to The Tough Kid Book, The Tough Kid Tool Box helps teachers
improvise or enhance an intervention – plus, it is packed with reproducible! Each of the
book’s sections begins with a definition, a description and steps to accomplish a specific
intervention; troubleshooting tips are also offered in every chapter.
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The Tough Kid Social Skills Book
By Susan Sheridan
Tools for Taming and Trapping Worry Dragons – Children’s Workbook
By Sandra Clark
What Your Explosive Child is Trying to Tell You – Discovering the Pathway from Symptoms to
Solutions
By Douglas Riley
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