1. Components of Behavioral Interventions

2. Research-Based Components of Behavioral Interventions
Clear, brief, and visible modes of presentation of rules and instructions to serve as a reminder of what is expected.
Immediate and frequent delivery of consequences - reward the good, ignore or punish the undesired immediately after good or undesirable behavior is exhibited. This may be faded over time.
Powerful incentives to reinforce appropriate behavior.
Planning ahead by prompting the child to remember rules and consequences prior to entering a situation.

3. Behavioral Intervention Plans…
Should focus on the whole child
Be proactive and strength based
Should be implemented by the teacher

4. Most behavior plans will include two interventions
The student will be taught …
Identify the behavior (s) that will be taught
The student will be reinforced in the above behavior through …
How will you reinforce the student’s appropriate behavior?

5. The interventions/strategies can include …
Teaching the student new, replacement behaviors
Rewarding the student for using good behavior
Helping the student learn what “triggers” the behavior and how to successfully avoid or get away from the triggers
Changing negative stimuli in the environment
Helping the student develop strengths at school

6. The interventions/strategies can include …
Teaching the student to identify emotions
Teaching the student to express emotions in school appropriate ways
Identifying a caring adult that can give the student positive time at school
Identifying difficult times for the student and planning for ways to support the student during those times
Changing the responses of the adults

7. Classroom-based Interventions: Techniques to Minimize At-Risk Behaviors
Four categories:
Cognitive approaches
Surface management
Sensory strategies
Signaling systems 7

8. Classroom-based Interventions: Cognitive Approaches
Routines
Provides a sense of purpose, work guidelines and ability to anticipate.
Structure creates safety and comfort.
Additional individual structure may be needed. 8

9. Classroom-based Interventions: Cognitive Approaches
Repetition
This is a natural way for the brain to determine importance.
It ensures information will be available when it is ready to be processed.
It can also be done through symbolic attachment. 9

10. Classroom-based Interventions: Surface Management
Proximity
Allows for intervention without any “public” acknowledgement of student or behavior.
Physical presence of teacher is an external source of control for student behavior.
Teacher does not stop to “deal with it.” 10

11. Classroom-based Interventions: Surface Management
Antiseptic Bouncing
Signal student to leave while “saving face.”
Allows the student to exit setting briefly & minimizes continuation/ escalation of behavior.
Must pre-teach bounce behavior (location, activity, etc) 11

12. Classroom-based Interventions: Surface Management
Humor
A good ice-breaker allows everyone to save face.
Can be used to redirect/de-escalate behavior
Caution: sarcasm ≠ humor
If you said it, and you are the only one laughing, it wasn’t really funny. 12

13. Classroom-based Interventions: Surface Management
Ignoring
It is useful for low-intensity behaviors.
NO eye-contact, emotion, proximity, message
It begins immediately upon behavior initiation.
Pair ignoring with reinforcement of correct behavior. 13

14. Classroom-based Interventions: Sensory Strategies
Music
It is specifically helpful in spatial reasoning and math (specific devoted neurons).
It is useful to facilitate student transition.
Music impacts and helps regulate mood.
Music can be used as learning tool.
It provides multiple reinforcement opportunities. 14

15. Classroom-based Interventions: Sensory Strategies
Movement (gross & fine motor)
Associated with language development and problem solving.
Repetitive movement can improve recall.
Can increase engagement and time on task in students seen as distracted/inattentive.
Provides stress reduction.
Provides multiple reinforcement opportunities. 15

16. Classroom-based Interventions Signaling System: Cueing
Visually/Verbally based prompts & reminders
Improve overall communication when paired with language.
Respond to the brain’s needs during stress to process information and clarify perceptions.
Gain student attention by signaling the brain as to what is important.
Minimize disruptions to the learning process. 16

17. What is the single best classroom behavior management strategy?
An engaging lesson plan!