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De- Escalation scripts to support students

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De- Escalation scripts to support students

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Examples of Positive Behavior Supports and Interventions

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Examples of Positive Behavior Supports and Interventions

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Positive behavior supports and interventions (PBIS) are strategies that schools use to improve student behavior. PBIS provides effective interventions that guide positive behaviors and create environments to help all students succeed.

What are behavioral supports and interventions?

The PBIS framework fits within a multi-tiered system of supports (MTSS) and interventions that allow educators to target and aid all students, regardless of their needs.

This structure of interventions provides individualized support for students who have more robust behavioral needs. Within the multi-tiered system, students with disabilities receiving assistance from an Individualized Education Program (IEP) or special education programs have consistent guidance. This also includes students with autism spectrum disorders or developmental disabilities who may need Tier three support.

The ABCs of Behavior Assessment

Behavior assessment provides key data to inform effective PBIS. Teachers typically know their students very well and continue to learn more through observing challenging behaviors within their classroom. Proper analysis of behaviors can give educators insight into the diverse needs within a school or classroom and help them create appropriate PBIS.

One standard format of observing and recording behavior uses the ABCs of behavior assessment. This method of data analysis is often used within special education programs to assess and respond to ongoing student needs. The "ABC" refers to:

After using the ABC method to notice challenging behaviors, the next step is implementing the appropriate positive behavioral interventions to avoid misbehavior and build a warm, focused, and friendly school and classroom culture. With the necessary interventions, all students can be prepared to learn and excel academically.

9 Examples of Positive Behavioral Interventions

Here are nine specific examples of PBIS interventions that you can use in your classroom to reinforce positive student behavior and expectations.

Set clear routines for everything you would like students to do in your classroom, rather than assuming that students know your expectations. Be sure to demonstrate how you would like things to be done. Although it can be tedious, this is key to building a classroom environment that is consistent and predictable.

When building and executing classroom routines, remain explicit so that students clearly understand your expectations. Give students multiple opportunities to practice classroom routines, provide ongoing support for routines and behaviors, reinforce expected behaviors, and explain the consequences if students do not meet expectations.

For example, you may create hand signals for common student requests like getting water or going to the restroom or a simple gesture to use when students should wait for their turn to speak.

At times, students may become overwhelmed or overstimulated, leading to unregulated behavior choices. Students may benefit from a three- to five-minute break to reset and get focused. Consider allowing students to rest and reset before a starting new activity or transitioning to a new task.

Use breaks as a time for self-management and self-regulation. Self-management allows students to pause, reflect, and adjust problematic behavior. Helping students build these skills will let you get back to teaching and learning as quickly as possible. Breaks also help students build skills to self-regulate by assisting the students in determining when their behavior is impulsive and getting back in the mindset to learn.

For example, you can use breaks for meditation, breathing exercises, or movement exercises that help center and settle the student's mind and body.

3. Silent Signals

Create silent signals to remind your students to pay attention and remain on task. These signals can be for your whole class, or you can establish unique signals for a particular student who needs extra behavioral support.

Silent signals are an effective intervention because they quickly reinforce behavioral expectations with minimal disruption. You can come up with signals for your class, or you all can create signals that work best for your community together. Additionally, you can create signals to express your expectations for your students, and you can also come up with signals to allow your students to express their needs to you.

4. Proximity

Proximity is another helpful silent intervention for teachers to redirect student behavior. By getting physically closer to a student, you can get them on-task without giving verbal instructions.

Use proximity when teaching a lesson, during independent work, or in transitions to a new task.

5. Quiet Corrections

When students are off task, they often seek attention. Teachers need to remove the stage when addressing them. Quiet corrections allow you to control the situation and keep the public stage out of the student interaction.

6. Special Tasks

Special tasks will give the student a chance to reset and come back and join the class. Consider ways to encourage leadership and peer interaction by pairing the student up with a classmate as a helper on an academic task. This communicates that you are willing to provide support while encouraging interactions that help build community.

7. Positive Phrasing

Do this when establishing class rules. For example, try phrasing a class rule by saying, "we always walk in the hall" instead of saying, "don't run in the halls."

Here's another example teachers can use if a student is not completing their homework. Instead of saying, "if you don't complete your homework tonight, you will stay inside and complete it at recess tomorrow," say, "if you finish your homework tonight, you will get to go outside and play with your friends." Both express the need to complete homework, but the second statement can encourage a behavior change more effectively.

8. Behavior Statements

Simply state the appropriate behaviors you want to see or acknowledge students who meet expectations right away. This rewards positive behavior and repeats the expectation for students who may not have heard the first time.

For example, when students are lining up and all of them are not ready, you can quickly state the specific behavior that some students are doing correctly. In no time, other students will mimic that behavior to receive positive praise. It is essential to acknowledge and praise appropriate behaviors in your classroom constantly.

9. Tangible Reinforces

Get Started with Positive Behavior Supports & Interventions

Teachers, staff, and administrators all have challenging jobs. We must guide and mold the future leaders of our communities towards academic excellence. When adequate behavior supports and interventions are in place, educators can discourage and avoid disruptive behavior that detracts from teaching and learning.

Unified Classroom® Behavior Support helps educators manage social and emotional learning (SEL) and multi-tiered systems of support (MTSS), like PBIS, to help improve student well-being and school culture and achieve more equitable outcomes. With tools, strategies, and resources designed to support your school team, you can transform your school culture with practical implementations of PBIS and provide behavioral support for all students.

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9 Examples of Positive Behavior Supports & Interventions

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As challenging student behaviors increase, teachers can turn to positive behavior support & interventions (PBIS) to encourage positive change.

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Targeted Intervention Strategies for Individual Students 

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Targeted Intervention Strategies for Individual Students 

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Every student comes into the classroom with their own experiences and needs. As educators, we can support students by choosing intervention strategies designed to help them succeed. A strong . Multi-Tiered System of Supports (MTSS) depends on individualized, evidence-based intervention strategies. Intervention plans must be relationship-informed as well as data-informed, building on what we know about our students and determining how best to support them. " Relationships don't support the learning, relationships are the learning," says Travis Hamblin, Director of Student Services at Jordan School District (UT). Students need connection and support now more than ever, whether it be with academic learning recovery, behavior, or social-emotional learning. To help your MTSS teams choose the right strategies for your students, here's a (non-exhaustive) list of intervention ideas curated from our school and district partners and the Panorama Student Success intervention library

Table of Contents
Targeted Intervention Strategies for Individual Students Deep Dive on Three MTSS Intervention Strategies 2x10 Relationship Building Phone Call Home Homework Club

Key Takeaways:

Customized intervention strategies based on individual student needs and data are crucial within a Multi-Tiered System of Supports (MTSS).

Building strong relationships with students is essential for their learning and overall success in school.

There are numerous intervention strategies available for educators to choose from, ensuring a comprehensive approach to student success.

Implementing simple yet consistent practices like the "2x10 Relationship Building" method or "Phone Call Home" can significantly enhance student engagement and support.

Regularly assessing student progress and adjusting intervention plans accordingly is key to ensuring effectiveness within an MTSS framework.

Want more strategies? Download our toolkit of 18 MTSS interventions.

Targeted Intervention Strategies for Individual Students

1. Phone call home

2. Home visit

3. Classroom observation

4. Pre-correction conversation

5. Preventative problem-solving plan

6. Student and/or parent meeting with Support Team

7. WOOP (student goal-setting)

8. Review cumulative folder

9. 2x10 relationship building

10. Two Word Check-In

11. Enroll in a positive activity

12. Student self-advocacy email to teachers

13. Binder or locker organization session

14. Buddy student

15. Substance abuse counseling

16. Weekly academic check-in

17. Homework club

18. Before/after school meetings

19. Lunch Bunch

20. "Rose, Bud, Thorn" journaling

21. Working lunch (make-up work)

22. Check-In/Check-Out (CICO) plan

23. Match with a role model/mentor

24. Small group SEL lessons (social skills)

25. Peer tutor

26. Schedule/class change

27. Behavior contracts

28. Class passes

29. Self-monitoring

30. Talk ticket

31. Accelerated Reader (Literacy)

32. Corrective Reading (Literacy)

33. Fast ForWard (Literacy)

34. Lexia PowerUp (Literacy)

35. Reading Horizons Elevate (Literacy)

36. Wilson Reading (Literacy)

37. Accelerated Math

38. ALEKS (Math)

39. Bridges (Math)

40. Exact Path (Math)

41. Voyager Math

42. Study Island

If you use Panorama: You can select from our full library of strategies when creating an intervention plan for a student. Monitor the student's progress over time by logging notes. Everything will be saved to the student's profile and visible to other educators with access to Panorama.

Example of a student intervention plan in Panorama (mock data pictured)

Deep Dive on Three MTSS Intervention Strategies

Description: Spend two minutes for 10 consecutive school days developing a positive relationship with one student. Provide positive attention through encouragement and recognition of the student's strengths and interests.

Goal: To connect with a student and to ensure that the student feels safe coming to you for help.
How an Educator Is Using This Intervention:
"I first came across this strategy and was inspired by the article, "The Two-Minute Relationship Builder" published by ASCD. Originally presented by Grace Dearborn, an educator and consultant, this "Two-By-Ten" approach has worked for me as quick, two-minute conversations that are done consistently over 10 days.

It doesn't always have to be a formal scheduled meeting with the student. Instead, I try to make an effort to walk around the building, drop in where the student might be, and then engage them in brief conversations to see what they're up to and ask how they're doing.

For example, when my student comes in the library in the mornings, I'll reach out and ask questions like, "How are things going?" and "How have your grades been in this class?" and "Anything I can do to help?"

I will also connect with the student through impromptu interactions in other settings, such as attending their extracurricular events or classroom presentations. This can be just as powerful because you are showing the student that you care about their interests both in school and outside of school. It shows that you are there for them and want to support them."

-Lucy Clerkin, Library Teacher at McDevitt Middle School

Phone Call Home

Description: Call the student's home to share an update with their family. When possible, identify something positive about the student's behavior or school performance to share with the family member. Leave a message if they don't answer and encourage them to call you back.

Goal: Toengage a student's family as partners in the student's success. Parents and guardians can play a key role in student progress when provided regular updates and information about their child.
How an Educator Is Using This Intervention:
"When calling a student's parent or guardian, I usually follow this conversation template:

1. Share one positive thing about the student's behavior or academic performance
2. Share areas of concern about the student, such as recent attendance issues, failing grades, or missing assignments
3. Reiterate why it's important to address the student's academic, attendance, behavioral, or social-emotional issues
4. Ask the parent or guardian why the student might be experiencing challenges at school
5. Ask the parent or guardian if there are specific things the school or class could do better
6. Discuss ideas and action steps for working together to get the student back on track
7. Share more about yourself and your experiences to build trust with the family

Once you've established an initial connection with a student's parents or guardians, you might call or text them on a weekly basis to check-in and share the student's recent progress. When the student does a good job on a project or shows positive behavior, you could even tell the student that you can't wait to let his or her family know about it!

These small, consistent interactions create a cycle of positive reinforcement between the student, the family, and their experience with school."
-Nick Freehling, Special Education Teacher at McDevitt Middle School
Homework Club

Description: Invite students to complete homework during a designated time outside of school hours.

Goal: To improve academic performance by setting aside time for students to finish homework assignments or make up missed work in a controlled environment.
How an Educator Is Using This Intervention:
"For our school, Homework Club is a 60-minute period after school where students complete their work and have access to educators or other students for extra support.

When inviting the student to attend, consider framing Homework Club as an opportunity to get homework done so that they have more free time to spend at home or in extracurricular activities. This way, the student doesn't view Homework Club as a punishment or negative consequence.

I do require that students attend Homework Club if I'm noticing that their low grades are due to incomplete classwork or not doing homework. If the student reacts negatively by skipping or refusing to attend Homework Club, consider getting their parents or guardians involved to talk about the consequences of skipping mandatory school events."
-Margaret Simeone, ELA Teacher at McDevitt Middle School

Frequently Asked Questions:

1. How can educators ensure that intervention strategies are culturally responsive and inclusive?

Culturally responsive intervention strategies acknowledge and respect the diverse backgrounds and experiences of students. Educators should strive to incorporate culturally relevant content, perspectives, and examples into their interventions. Additionally, seeking input from students, families, and community members can help ensure that interventions are inclusive and respectful of cultural differences.

2. What role do families play in supporting intervention efforts?

Families are critical partners in supporting student success through interventions. Educators should communicate regularly with families, provide them with information about intervention strategies and progress, and involve them in decision-making processes. Collaborating with families can help ensure that interventions are consistent across home and school settings and that students receive the support they need to thrive.

3. How can educators monitor the effectiveness of intervention strategies and make adjustments as needed?

Educators can monitor the effectiveness of intervention strategies by collecting and analyzing data on student progress. This may include academic performance, behavior observations, and feedback from students and families. Based on this data, educators can identify trends, make adjustments to interventions as needed, and determine when additional support may be necessary. Regular communication and collaboration among intervention team members are also essential for ongoing monitoring and evaluation.

Download the toolkit of 18 research-based interventions for your MTSS.

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42 MTSS Intervention Strategies for Your Student Support Team

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Explore effective MTSS intervention strategies for supporting students across academics, behavior, and social emotional learning.

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Menu of Function Based Options for Behavior Intervention Planning

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Do you have students in your class who don't always understand what behavior is expected of them? A when-then sentence can help you nudge students toward appropriate behaviors. It clearly explains what you expect - and the positive outcome that will happen.

Here's an example of a when-then sentence: "When you speak to me in a calmer voice, then we can talk this through." Think about how this sentence is different from, "If you don't stop yelling, you're going to have to leave the room."

Here are some other examples of when-then sentences:

For students having trouble with transitions: "When your materials are put away, then you can go out to recess."

For your frustrated math student: "When you pick up the paper you crumpled up, then I will show you how to use this formula."

For general classroom expectations for secondary students: "When your cell phone is put away, then you may enter the classroom."

The when-then sentence gives students a choice about how they want to behave. It's phrased in a way that promotes a positive student mindset aimed at achieving a positive result. A when-then sentence is one example of a positive behavior strategy.

Scroll down for tips on adapting this strategy for distance learning.

Download: When-then sentences printable

Download the when-then printable chart. You can use it in many different ways.

You can create when-then sentences you expect all your students to follow. Or you can work with an individual student to come up with when-then sentences to address a certain expectation, behavior, or action.

There are two versions of the chart. You can create when-then statements with your students in written sentences or by drawing pictures. The latter option can benefit English language learners and students with language-based disabilities.

You can laminate the chart and use whiteboard markers so you can change the sentences as necessary.

Read: How to use when-then sentences

For the class: Think about what you have planned for the upcoming school day. Make a list of times or activities during which behavioral difficulties might arise. This might be when you're teaching challenging content. Or it could be when students have to make decisions, or during transitions from one subject to another. Note what you expect students to do and what will happen after they do it. You can use these notes to help you deliver a when-then sentence if you need one.

For an individual student:First make sure you've considered what the behavior is telling you. Then talk with the student about how to address the need behind the behavior, like a sensory need requiring a quiet space. Finally, work with the student to co-create individual when-then sentences and outcomes. This can help them see the benefit of replacing what they're doing (yelling in an already noisy classroom, for instance) with a different behavior (calming down in a quiet space).

1. Deliver the sentence in a calm and confident tone. Make it clear that this expectation is a request, not a demand. English language learners, students who have communication barriers or slow processing speed, or those who struggle to follow multi-step directions may benefit from a visual support to go with the sentence. You can use the printable when-then chart to draw a picture of the "when" on one side of the chart and another picture of the "then" outcome on the other side.

4. Follow through on the "then." When-then sentences ask you to trust students to make responsible decisions. But they also ask students to trust you. Make sure you follow through by letting them experience the positive outcome they worked for.

Teaching tip: Sometimes you may need to use an if-then sentence. This is especially true when a student's choice to not comply with a when-then sentence significantly disrupts the class. An if-then sentence is teacher-directed and includes a non-negotiable outcome. Think back to the example of "When you speak to me in a calmer voice, then we can talk this through." If the student is having trouble self-regulating, the behavior may escalate. In that case, it's appropriate to move to an if-then sentence with a non-negotiable outcome. But you can remind them that the choice is still up to them: "If you're unable to calm down, then we're going to have to find [the principal/a support person] for some help."

Understand: Why this strategy works

Students who learn and think differently may find it hard to meet classroom expectations. The expectations can feel especially out of reach for students who have difficulty with skills related to executive function (like staying focused or following multi-step directions).

When-then sentences break down expectations into manageable and achievable chunks for these students. They also remove any ambiguity for students who are unclear about what's expected of them.

When-then sentences are also helpful for following culturally responsive teaching practices. A teacher's direction can be interpreted differently depending on the student's linguistic and cultural background. In some cultures, saying "Sit down now" could come across as overly direct and impolite - even threatening. In other cultures, asking "Can you please sit down?" can be indirect and overly polite, leading students not to comply. When-then sentences strike a balance. They're objective, fair, and clear.

When-then statements can also help students who've had negative school experiences. These students may be reluctant to trust whether an unknown outcome is worth the effort. When-then sentences give all students a way to buy in. They give students the power of choice, accountability for their actions, and positive outcomes.

Families can use when-then sentences at home, too. Share the printable resource and this blog post about how one mother started using these sentences.

Adapt: Use for distance learning

Create a set of when-then sentences for managing your class during synchronous online lessons. For example: "When you show me you're ready with a thumbs-up, then you can chat with your classmates in a breakout room."

For students struggling with a specific part of distance learning, work together to create when-then sentences. For example, think about students who don't want to join live video discussions because they're uncomfortable speaking. You could try, "When you join the video discussion, then you can use the chat feature to participate."

Use when-then sentences in assignment instructions to give students a break. For example: "When you have completed this page, then you can take a break before starting the next page."

Share the when-then printable chart with families. Explain how they might use when-then sentences to help their kids engage in distance learning. Suggest that families can combine when-then sentences with brain breaks.

Research behind this strategy

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When-then sentences: An evidence-based behavior strategy

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A when-then sentence is a classroom management strategy to teach students behavior expectations.

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A Magical Phrase to Help Children Cooperate

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A Magical Phrase to Help Children Cooperate

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Why do We Teach this Concept? Talking about the group plan helps children know what is expected, and what they think about and do when they are.