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While it is important to design the extrinsic environment so that it can support motivation and engagement (see Recruiting Interest and Sustaining Effort & Persistence), it is also important to develop learners' intrinsic abilities to regulate their own emotions and motivations. The ability to self-regulate-to strategically modulate one's emotional reactions or states in order to be more effective at coping and engaging with the environment-is a critical aspect of human development. While many individuals develop self-regulatory skills on their own, either by trial and error or by observing successful adults, many others have significant difficulties in developing these skills. Unfortunately some classrooms do not address these skills explicitly, leaving them as part of the "implicit" curriculum that is often inaccessible or invisible to many. Those teachers and settings that address self-regulation explicitly will be most successful in applying the UDL principles through modeling and prompting in a variety of methods. As in other kinds of learning, individual differences are more likely than uniformity. A successful approach requires providing sufficient alternatives to support learners with very different aptitudes and prior experience to effectively manage their own engagement and affect.

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While it is important to design the extrinsic environment so that it can support motivation and engagement (see Recruiting Interest and Sustaining Effort & Persistence), it is also important to develop learners' intrinsic abilities to regulate their own emotions and motivations.

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Episode #33: Check-In/Check-Out: A Practical Guide for School Leaders

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This episode is all about behavior interventions. We are going to focus on one intervention that you can roll out in your school that allows you to leverage the resources you already have: Check-In/Check-Out. Check-in/Check-out (CICO) is an effective behavior intervention because it's built on relationships, accountability, and data.

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Responsive Classroom is an evidence-based approach to teaching that focuses on the strong link between academic success and social-emotional learning (SEL).

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Behavior Motivation | Behavioral Intervention | Intervention Central

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Behavioral Intervention is a leading strategy to help educators increase classroom productivity by helping with behavior modification

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Here is a sampling of strategies that teachers can use either to head off or to provide consequences for low- to medium-level student misbehavior: Break student tasks into manageable 'chunks': Students may misbehave to escape activities that they find too hard or tedious.

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Examples of Positive Behavior Supports & Interventions

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Examples of Positive Behavior Supports & 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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PBISWorld Tier 2 interventions are more targeted and individualized behavior strategies. Reward Systems are widely utilized to incentivize students to comply and follow through with rules, objectives, and behavioral goals.

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How To: Manage Problem Behaviors: Check-In/Check-Out

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How To: Manage Problem Behaviors: Check-In/Check-Out

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Students can be motivated to improve classroom behaviors if they have both a clear roadmap of the teacher's behavioral expectations and incentives to work toward those behavioral goals. This modified version of Check-In/Check-Out (CI/CO) is a simple behavioral intervention package designed for use during a single 30- to 90-minute classroom period (Dart, Cook, Collins, Gresham & Chenier, 2012). The teacher checks in with the student to set behavioral goals at the start of the period, then checks out with the student at the close of the period to rate that student's conduct and award points or other incentives earned for attaining behavioral goal(s).

Preparation. In preparation for using CI/CO, the teacher:

Procedure. During any class session or other evaluation period when CI/CO is in effect, the teacher follows these 3 steps:

1. Check-In. At the start of the class session, the teacher meets briefly with the student to review the behavioral goals on the Behavior Report Card and to provide encouragement. The teacher also prompts the student to set a behavioral goal on at least one of the target behaviors (e.g., "Today I will not leave my seat once without permission.").

2. Monitoring/Evaluation. During the session, the teacher observes the student's behaviors. At the end of the session, the teacher rates the student's behaviors on the Behavior Report Card.

3. Check-Out. At the end of the class session, the teacher again meets briefly with the student. The student reports out on whether he or she was able to attain the behavioral goal(s) discussed at check-in. The teacher then shares the BRC ratings. If the student has earned a reward/incentive, the teacher awards that reward and praises the student. If the student fails to earn the reward, the teacher provides encouragement about success in a future session.

References

Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test driving interventions to increase treatment integrity and student outcomes. School Psychology Review, 41, 467-481.

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How To: Manage Problem Behaviors: Check-In/Check-Out

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Students can be motivated to improve classroom behaviors if they have both a clear roadmap of the teacher's behavioral expectations and incentives to work toward those behavioral goals. This modified version of Check-In/Check-Out (CI/CO) is a simple behavioral intervention package designed for use during a single 30- to 90-minute classroom period (Dart, Cook, Collins, Gresham & Chenier, 2012).

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Student self-monitoring is an effective tool for behavior change. Self-monitoring has two components, measurement and evaluation (Loftin, Gibb, & Skiba, 2005): That is, the student (1) measures and records his or her own behavior (measurement), and then (2) compares that recorded behavior to a pre-d…

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Avoid power struggles Call parent or note home Card Flip Clear, consistent, and predictable consequences Do unfinished work during recess or unstructured time Have student say a nice thing to the student they called a name Logical consequence Natural consequences Office referral Reflection sheet Remove from room Speak in calm and neutral tone Take away privileges Take away unstructured or free time

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PBISWorld.com Tier 2 Positive Behavior Interventions And Supports | PBIS World

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Logical consequences are a key practice in the Responsive Classroom approach to discipline. A logical consequence is a non-punitive response to misbehavior that allows teachers to set clear limits and students to fix and learn from their mistakes while maintaining their dignity. Depending on the child and the situation, teachers might combine a logical consequence with other strategies, or they might use more than one logical consequence. There are three types of logical consequences.

Three Types of Logical Consequences

1. "You break it, you fix it"

This type of logical consequence is used in situations when something has been broken or a mess has been made-whether accidentally or intentionally. The consequence is that those responsible for the problem take responsibility for fixing it. Teachers use this type of logical consequence when they see an opportunity for a child to solve a problem he or she has caused.

Examples:
Adam jiggles the table and causes water to spill. The teacher directs Adam to clean it up.

Jana accidentally knocks Pedro down on the playing field. The teacher prompts Jana to help Pedro up, ask if he's OK, and go with him to get first aid if needed.

2. Loss of Privilege

This type of logical consequence is used when children's behavior does not meet pre-established expectations. The consequence is that the child loses the privilege of participating in an activity or using materials for a brief time, usually a class period or a day. What's taken away must be directly related to the misbehavior, and the teacher must make sure that the child truly understands and can live up to expectations. Teachers use this type of logical consequence when children defy, test, or simply forget the rules.

Dana insists on using the watercolor brush in a way that damages its bristles. The teacher tells Dana that she cannot use watercolors during choice time until she's reviewed correct use of the brush and shown the teacher that she knows how to use it without damaging it.

Garth's class job for the week is line leader, but as he leads the class to lunch, he leans into a classroom to wave hello to a friend. The teacher tells Garth that he has lost the privilege of being line leader for the day and temporarily gives that responsibility to another child. Later, she checks in with Garth to make sure he remembers and understands the expectations for walking in line.

3. Positive Time-Out

This type of logical consequence, which is known in middle school as "Space and Time," is used when a teacher believes that a child needs a way to calm down and recover self-control. The consequence is that the child moves to a pre-established place in the classroom, takes time to regroup, and then rejoins the class once he or she has calmed down. Teachers use time-out to keep minor misbehaviors-intentional and accidental-from escalating and becoming disruptive, and to give children opportunities to practice strategies they've learned for regaining self-control. Because many children have experienced punitive uses of time-out, it's important for teachers to explain that "in this class, time-out simply gives us the time and space we all sometimes need to get ourselves in check when we begin to lose our cool."

Example:
Mark disrupts a math lesson by calling out answers without raising his hand. The teacher sends him to the time-out place. In the minute or two he spends there, Mark calms down using self-calming techniques the class has learned, and then returns to his regular seat.

Goals of Logical Consequences

Stop the misbehavior

Keep everyone safe

Preserve the child's dignity

Get the child back to productive learning as soon as possible

Help children see how their behavior affects their own and their classmates' learning

When to Use a Logical Consequence

When the teacher and the student are calm

When students break the rules

When simple cues and language are not effective

Popular Articles about Logical Consequences

Further Resources

For a more comprehensive look at logical consequences, check out:

A closer look at how to use logical consequences in your classroom is also available in our core and advanced courses, as well as our workshop Responding to Misbehavior.

Tags: Challenging Behaviors, Logical Consequences, Misbehavior

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Logical consequences are a key practice in the Responsive Classroom approach to discipline. A logical consequence is a non-punitive response to misbehavior that allows teachers to set clear limits and students Read More "

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It's a few months into the school year, and you may be noticing an increase in challenging student behaviors. Suddenly students are struggling to follow classroom rules that they learned at the beginning of the year. Some students are testing limits, both in their relationships with teachers as well as with their classmates, resulting in strained relationships and behaviors that disrupt the classroom community. You find yourself having to stop class more frequently to get students back on track.

These kinds of misbehaviors are common for this time of year. They are influenced by a number of factors, from students getting more comfortable in their classroom environments to the disruptive nature of snow days and winter break to developmental changes natural to your students' age group. Luckily, there are a number of effective strategies for helping students get back on course. Try out some of the options below to help struggling students regain their success academically, socially, and emotionally.

Try a Balance Check

One of the best ways to address a midyear slump is to be introspective. Start by asking yourself questions about what you are noticing and experiencing. From there, collect evidence-such as an audio or video recording-to better understand the situation. Reflect on your own teaching practices. For instance, how often did you model an expected behavior or ask students to model it before they began an activity or task? Use the insights you gain from this process to realign your lesson plans to meet your students' needs, such as by creating well-planned, purposeful, and well-managed Morning Meetings or Responsive Advisory Meetings to meet students' needs for belonging, significance, and fun.

Revisit the Rules

Rules are taught early in the school year, but it is also critical that you return to the rules periodically throughout the year. Otherwise, they will drift into the background and students will inevitably forget them. To make the process of revisiting the rules more meaningful, give students the opportunity to reflect on the rules and how they connect to their success in the classroom.

Use Logical Consequences

Logical consequences are a great way to address misbehaviors the moment they occur in a way that balances empathy for the student and accountability for the student's actions. Crucially, along with helping remedy the situation in the moment, logical consequences also help students learn the skills they need to make better choices in the future.

Teach Self-Regulation Skills

One skill set that logical consequences can help teach students is how to self-regulate. Positive time-out (known in middle school as "space and time") especially can give students the tools they need to take a break when they are overwhelmed or frustrated before things reach a boiling point. Students who have had a lot of practice with self-regulation skills are able to recognize both when they need a break and when they are ready to return to learning.

Collaborate With Students on Solutions

Your response to behavior issues that pop up throughout the year will be most powerful when students have a voice in how the situation is handled. You can achieve this by using open-ended questions to better understand the experience of the student involved. From there, a strategy such as a problem-solving conference can help you and the student generate solutions that address the root of the issue.

Factor in Developmental Changes

Some behaviors are a normal part of a student's developmental progress and should be understood through that lens. In order to maintain a positive learning community, you need to both educate yourself on the developmental characteristics common to the age range you teach and actively adapt to developmental changes you can expect from your students.

A rise in midyear behavior issues can be a normal part of the rhythm of a school year, but living with challenging behaviors doesn't have to be! For more resources on this topic, check out Teasing, Tattling, Defiance & More and the Quick Coaching Guide Dealing With Defiant Behavior .

Ted Powers is an editor for Responsive Classroom.

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Ways To Address Common Behavior Challenges That Pop Up Midyear

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Try out one of these strategies for helping struggling students regain their success academically, socially, and emotionally in the middle of the school year.

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Assessment of Lagging Skills & Unsolved Problems