1. Strategies That Affirm Positive Behaviors and Adherence to Rules/Procedures:
1.1. Step 1. Use Simple Verbal and Nonverbal Acknowledgment…“thank you…nice job doing…this helped me in the way that…”
1.2. Step 2. Tangible Recognition …such as a snack, an activity based reward, or tallied points on a categorically organized behavior chart that result in a tangible
1.3. Step 3. Involve the Home in Recognition of Positive Student Behavior: Ex: phone call/email/note sent home
2. Strategies That Acknowledge Lack of Adherence to Rules and Procedures/ To Address Negative Behaviors:
2.1. Step 4. Be “With-It”
2.1.1. -Being proactive: aware of incidents that have happened outside of class that might affect student behavior in class
2.1.2. -Teacher stimulus cueing: having a pre-arranged signal to let a student know that they may be about to engage/or are starting to engage in a behavior that might have negative consequences (ex: making a mark on a little notebook on the child’s desk or tapping their desk)
2.1.3. - Occupying the Entire Room: walking around and making eye contact
2.1.4. -Using a Series of Graduated Actions: Looking at the suspected students, moving in the direction of students, stopping the class and confronting the behavior.
2.2. Step 5. Use Direct-Cost Consequences Including:
2.2.1. Time-Out (appropriate versions based on age/maturity)
2.2.2. Overcorrection: engaging students in activities that overcompensate for inappropriate behavior
2.3. Step 6. Use Group Contingency:
2.3.1. Holding the class as a whole responsible for the behavior of any and all members of the class (Ex: teacher records a mark on the blackboard or whiteboard. When a certain number of marks has been tallied, the entire class faces the consequence)
2.4. Step 7. Use Home Contingency:
2.4.1. (Ex: meeting among the parents or guardians, the teacher, and the student. The group discusses the student’s problem behaviors, and the student has opportunities to explain or defend the behaviors in question.)
2.5. Step 8. Have a Strategy for High-Intensity Situations:
2.5.1. Recognize That the Student Is Out of Control and May not be Capable of Reasoning, step back and calm yourself, listen actively to the student and plan action: continue until the student calms down. When the student is calm, repeat a simple verbal request (Ex: Sally, I want you to go with me outside in the hallway to discuss this further. Can we please do that now? Sally, I want you to go with me outside in the hallway to discuss this further. Can we please do that now?