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Worksheet

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Trauma Informed Resources: Crisis Prevention Institute

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Trauma Informed Resources: Crisis Prevention Institute

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Trauma-Informed Resources Guide; retrieved April 2023.pdf

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Influence techniques are proactive strategies that motivate students and increase compliance with adultrequests.
In their book, The Tough Kid Book: Practical Classroom Management Strategies, authors William R. Jenson, Ginger
Rhode, and H. Kenton Reavis outline six influence techniques:

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Supporting and Responding to Students’Social, Emotional, and Behavioral Needs:Evidence-Based Practices for Educators

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Supporting and Responding to Students’Social, Emotional, and Behavioral Needs:Evidence-Based Practices for Educators

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De-escalation Strategies in the Classroom

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De-escalation Strategies in the Classroom

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This practice brief provides practical, research-based strategies educators can use to de-escalate challenging student behavior in the classroom. Despite the development of supportive, safe, and predictable school environments, students may, at times, become agitated, and their behavior may escalate to unsafe levels. With some advance planning, educators can reduce reliance on reactive strategies, such as punitive or exclusionary practices (e.g., restraint, seclusion, suspension, expulsion) in favor of safer, more instructive, and inclusive approaches.

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Center on PBIS | Resource: Strategies for De-escalating Student Behavior in the Classroom

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PDF: This practice brief provides practical, research-based strategies educators can use to de-escalate challenging student behavior in the classroom. Despite the development of supportive, safe, and predictable school environments, students may, at times, become agitated, and their behavior may escalate to unsafe levels.

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Effective Error Correction & Redurection

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Effective Error Correction & Redurection

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Productive Feedback: Using Redirection & Error Correction to Teach Intensive Support Team

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Transition Time Helping Individuals on the Autism Spectrum Move Successfully from One Activity to Ano.pdf

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This template guides through the process of defining behavior, compiling baseline data and planning for implementation and fidelity of a intervention or ongoing support. The template or these concepts can be incorporated with other intervention or support plans.

Make a copy here

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This board has three sections with content related to Zones of Regulation/ Self Management, Token Economies, and Prompting, among other resources and ideas!

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140 Behavior Supports ideas in 2021 | school psychology, behavior interventions, behavior

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Feb 12, 2021 - Explore Nicci Mcgrath’s board “Behavior Supports”, followed by 110 people on Pinterest. See more ideas about school psychology, behavior interventions, behavior.

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Article & webinar explaining the process of Task Analysis as a way to support students in learning new skills.

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As teachers and school professionals, one of our primary goals is to teach students new skills. No matter the age of the student, the academic, social and independence skills we teach can have a profound impact on participation and quality of life. It is important to understand some students may need more assistance in learning certain skills.

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Teaching plan: Participating during group learning

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Teaching plan: Participating during group learning

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This focus on teaching appropriate/ increased student responses to adult questions or prompts using sounds, words, gestures, or other materials available. Keep in mind this reponse may not always be verbal, and should consider functional communication skills.

Click here for this teaching plan

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This plan focus on teaching the skill of selecting a strategy to use based on an identified Zone of Regulation. Keep in mind, the student may need support with both of these skills, and the goal is to help to student remain or become regulated and engaged as expected.

Click here for this teaching plan

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Note to teams: Use the information from the 5 Point Scale Presentation and 5 Point Scale Script Development Tool to develop and select appropriate scripts. Many example scripts are included in this template, yet should be individually adjusted to meet your students' needs. When used as intended, this format should incorporate proactive and preventative strategies, including environmental supports, as well as the teaching of replacement behaviors.

Make a copy here

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Visual Guidance for Staff supporting Breaks

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Visual Guidance for Staff supporting Breaks

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This visual is helpful to support staff in moving through a successful break of any kind. Consider hanging in any designated sensory/movement/ cooling off areas that may be utilized.

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Systems and Supports Checklist: Use of breaks, sensory strategies, and self regulation tools

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Systems and Supports Checklist: Use of breaks, sensory strategies, and self regulation tools

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Template to assist in planning appropriate breaks, strategies, and self regulation tools.

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This teaching plan can provide support and guidance to staff implementing movement breaks with a large group, small group, or indiviudal student. Ideally, movement breaks allow a student to remain or regain a regulated system/ behavior.

Click here for this teaching plan

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Considering interventions based on the function of the behavior

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Considering interventions based on the function of the behavior

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We love that this resource includes guidance for those support student breaks to ensure that the focus of breaks remain on self regulation skills!

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This resource describes the purpose and best practice related to a variety of 'break' options often utilized during a school day.

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This resource offers ideas to consider and what to plan when planning breaks for a student who is escalating/ dysregulated.

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Responsive Classroom article and accompanying close notes

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Logical consequences are directly related to children's behaviors and help them to fix their mistakes.

The use of logical consequences is one part of an approach to discipline used in the Responsive Classroom. It's a powerful way of responding to children's misbehavior that not only is effective in stopping the behavior but is respectful of children and helps them to take responsibility for their actions.

Teachers often ask, "How are logical consequences any different from punishment?" It is a critical question because there are some basic and important diffrences between the two-differences that must be understood in order to use logical consequences well. Take the following example:

Six-year-old Jacob is zooming around the classroom when suddenly he trips and falls into Michelle's block building. Michelle lets out a scream and the teacher comes over.

Using punishment

This first scenario involves a teacher who uses punishment. Feeling irritated, the teacher looks at Jacob and says loudly in front of the other children, "I have told you over and over again not to run in this classroom. Now see what you've done with your carelessness. Go sit in that chair and don't move until it's time for lunch."

What might be going on for Jacob? He might be thinking, "I wasn't even running. The teacher doesn't know what she's talking about. She's always picking on me. Now everybody's looking at me. I hate this school. It was a stupid building anyway."

Now, here's what might happen with a teacher who uses logical consequences. The teacher, although also feeling irritated, takes a deep breath and makes herself begin by describing what she sees: "Michelle is very upset right now because Jacob knocked over her building. I need to talk with Jacob first and then we'll figure out how to help Michelle."

The teacher takes Jacob aside and begins by asking him a question.

"What happened?"

"I just tripped and fell into it accidentally. I didn't mean to knock it over."

"Hmmm. So it was an accident. I did notice that you were running before it happened. Could that have been why you fell?"

"Maybe."

"When kids run in the classroom, accidents often happen. That's why our rule says to be safe. What do you think you could do to help Michelle?"

"I don't know."

"Maybe she would like some help putting the building back up."

Jacob nods and the teacher walks back with him to the block area. Michelle accepts Jacob's offer to help and together they build for the rest of the period.

Now, what might be going on for Jacob? He might be learning, "When I knock things down I have to help build them back up. I can fix things when I mess up. My teacher helps me solve problems. I have to remember to walk in the block area."

Here are some of the fundamental differences in the two approaches:

The goal of punishment is to enforce compliance with the rules by using external controls or authoritarian discipline.

While effective in stopping the misbehavior of the moment, punishment does little to increase student responsibility.

Punishment often leads to feelings of anger, discouragement and resentment, and an increase in evasion and deception.

The goal of logical consequences is to help children develop internal understanding, self-control, and a desire to follow the rules.

Logical consequences help children look more closely at their behaviors and consider the results of their choices.

Unlike punishment, where the intention is to make a child feel shamed, the intention of logical consequences is to help children develop internal controls and to learn from their mistakes in a supportive atmosphere.

Logical consequences are respectful of the child's dignity while punishment often calls upon an element of shame.

Logical consequences respond to the misbehavior in ways that preserve the dignity of the child. The message is that the behavior is a problem, not that the child is a problem.

The teacher's tone of voice is critical in distinguishing logical consequences from punishment. There are many ways to say to a child that they've spilled their juice and should clean it up. If the tone is angry or punitive, then it's no longer a logical consequence.

The same consequence can be respectful in one situation and demeaning in another. Mopping the floor is a respectful consequence for the child who chooses to have a water fight at the drinking fountain, but not for the child who fails to complete his work.

Logical consequences are related to the child's behavior; punishment usually is not.

Leaving the group is related to being disruptive in a group; missing recess is not. Cleaning up graffiti on the bathroom wall is related to drawing the graffiti on the wall; being suspended from school is not.

Logical consequences require that the teacher gather more information before reacting. The teacher takes time to assess the situation and determine, sometimes with input from the child, what will help fix the problem.

Here are a few questions teachers might ask themselves when trying to assess a situation:

What are the developmental issues at work here?
Is it clear to the child what is expected?
What rule is being broken?
What problem is the behavior creating?
What will help to solve the problem?

The belief underlying the use of logical consequences is that with reflection and practice children will want to do better, whereas the belief behind punishment is that children will do better only because they fear punishment and will seek to avoid it.

Teachers using logical consequences begin with a belief in the basic goodness of children and the knowledge that every child is a learner, struggling to establish meaningful relationships with us, each other, and the school community.

These teachers expect that all children will from time to time lose their control and make mistakes.

The use of logical consequences helps children fix their mistakes and know what to do next time.

Teachers frequently ask, "Is it ever okay for a child to feel bad about their behavior?" Of course it is. When children misbehave, chances are they already feel bad. Our job is not to make them feel worse but to help them choose a better course of action the next time.

As Ruth Sidney Charney says in Teaching Children to Care, "Our goal, when children break rules, is never to make them feel 'bad' or defeated, although they may, in fact, feel bad. Our goal is first to help them recover self-control and self-respect. When I observe a child acting the part of the bully, or sneaking out of a job, or putting down a classmate or teacher, it is not a picture of self-control and self-respect. It is a sign of distress and a signal for help. Something needs to stop. The use of logical consequences urges respect for the rules and the people they are designed to guide."
Responsive Classroom Newsletter: August 1998
Tags: Challenging Behaviors, Logical Consequences, Misbehavior

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The use of logical consequences is one part of an approach to discipline used in the Responsive Classroom. It's a powerful way of responding to children's misbehavior that not only is effective in stopping the behavior but is respectful of children and helps them to take responsibility for their actions.

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Supporting Students with Disabilites within a PBIS Framework

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Supporting Students with Disabilites within a PBIS Framework

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Supporting Students with Disabilities Within a PBIS Framework.pdf

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Considerations for selecting support & creating plans for students

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Considerations for selecting support & creating plans for students

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Interactive Worksheet

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Considerations for selecting supports and creating plans for students with ASD

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Overview of 5 Point Scale Script Development Tool

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Overview of 5 Point Scale Script Development Tool

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Overview of 5 point scale support plans + script writing

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5 Point Scale Support Plans This overview is a snippet of START’s PBIS training, and my goal is to help teams begin to understand the pieces of developing a 5 point scale behavior support plan. Included in these slides are links to the tools mentioned, which include much more detail. Teams should...

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Several options to explore options to use as reinforcment

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Jump back to the beginning!

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Targets

Behavioral Expectations
Error Correct
Positive Feedback
Reinforcement Systems
Choice Making and Flexibility
Proactive & Preventative Strategies
Break Procedures
Differential Reinforcement
Responses to Challenging Behavior

Positive Behavior Intervention & Supports Examples & Resources