Social
Concern: has difficulty working effectively in a group situation
Possible Interventions:
Tier I: interventions provided in class, during class on a weekly basis

Teacher Behavioral Strategies: A Menu o Offer choice: (see www.interventioncentral.org
)

Allow the student to join in the group after the activity has begun if he/she is unable to participate appropriately at the beginning of the group activity. Chart behavior.

Reinforce Cooperative Discipline practices

Allow student to have choice in which group he joins as long as group expectations have been set and are clear to the student and group.
Tier II: interventions provided in small group or one-on-one at least two times a week for an extended amount of time (30 minutes)

Contract—specify student expected behavior and what reinforcement will be made available when the terms of the contact have been met. In addition, develop a reinforce menu. (The Tough Kid Tool Box)

The Yes/No program (for small group or one on one) (The Tough Kid Tool Box)
Tier III: interventions provided in small group or one-on-one at least three times a week for an extended amount of time (30 minutes)

Student will work through role playing situations with counselor

Use of tier II Interventions will work, but intensity must be increased
Resources: www.interventioncentral.org
Grade Level Counselor
OCBE Mental Health Consultant
OCBE School Psychologist
Cooperative Discipline Manual
Tough Kit Tool Box
Data Collection:

Frequent anecdotal notes discussing intervention and results

Use of connection sheets (Cooperative Discipline) and charting results

Tracking of self-monitoring/teacher monitoring sheets

Social
Concern: inappropriate interactions with adults and peers (could include aggression)
Possible Interventions:
Tier I: interventions provided in class, during class on a weekly basis

Address the inappropriate interactions with student and parents. Communicate with the student’s parents to share information concerning their child’s progress. They could reinforce at home for acting appropriately. o Notes home o Phone calls o Email

Refer back to Cooperative Discipline/CHAMPS handbook and teach appropriate skill related to concern. (Connections sheets or Behavior Improvement Form )

Praise student for those instances when student is interacting appropriately with student or adult.
Tier II: interventions provided in small group or one-on-one at least two times a week for an extended amount of time (30 minutes)

Teach student acceptable ways to communicate displeasure, anger, frustration, etc.

Teach the student behaviors that promote self-control o Placing hand in appropriate place while walking through the halls o Making eye contact with person who is talking o Responding to adult or peer who greets you o Getting through the lunch line, walking in the halls appropriately, class transitions, etc.

Teach student to recognize signs of emotional upset and use “self-calming” strategies.
Monitor progress with use. ( www.interventioncentral.com
)
Tier III: interventions provided in small group or one-on-one at least three times a week for an extended amount of time (30 minutes)

Have student participate through role playing appropriate interactions with adults/peers in small group or individually with counselor.

Use of tier II Interventions will work, but intensity must increase
Resources:
Cooperative Discipline Manual
CHAMPS manual www.interventionconnection.org
Grade Level Counselor
OCBE School Psychologists
OCBE Mental Health Consultants
The Teacher’s Encyclopedia of Behavior Management: 100 problems/500 Plans

Data Collection:

Anecdotal notes discussing contact with parents/student and result

Weekly anecdotal notes discussion intervention and result

Use of goal contract for appropriate behavior

Aggression Self-evaluation sheets. Chart results regularly

Behavior monitoring form. Chart results regularly

Appropriate/inappropriate reaction tally. Chart results regularly

Statement monitoring form. Chart results regularly

Tracking discipline via Infinite Campus

Social
Concern: adhering to rules
Possible Interventions:
Tier I: interventions provided in class, during class on a weekly basis

Make certain the student in actively involved in the environment (e.g. give the student responsibilities, activities, and errands to run in order to provide purposeful behavior).

Talk ticket ( www.interventioncentral.org
)

Refer to Cooperative Discipline Manual
Tier II: interventions provided in small group or one-on-one at least two times a week for an extended amount of time (30 minutes)

Teach problem-solving skills: o Identify the problem o Identify the goals and objectives o Develop a strategy/plan for action o Carry out the plan o Evaluate the results o Chart the results

Write a contract with the student specifying what behavior is acceptable and what reinforcement will be made available when the terms of the contract have been met.

Role play possible situations that would teach and reinforce appropriate behavior to adhering to the rules.
Tier III: interventions provided in small group or one-on-one at least three times a week for an extended amount of time (30 minutes)

Use of tier II Interventions will work, but intensity must increase.
Resources:
Dodging the Power Struggle Trap: Ideas for Teachers ( www.interventioncentral.org
)
Grade Level Counselor
OCBE Mental Health Consultant
OCBE School Psychologist
The Teacher’s Encyclopedia of Behavior Management: 100 Problems/500 Plans
Cooperative Discipline Manual
Data Collection:

Tracking of self-monitoring/teacher-monitoring sheets

Frequent anecdotal notes discussing the intervention and result

Tracking progress through disciplinary referrals through Infinite Campus

Use of Connections Sheets (Cooperative Discipline) and charting results