Name: Common Behavior Intervention Strategies
Uploaded: 2024-06-17
Duration: 6 min 23 s
Description: Classroom Strategies (Part I). s SOUTHWEST ISD SPECIAL EDUCATION Empowering Unique Minds, Shaping Bright Futures.

Classroom Strategies (Part I). s SOUTHWEST ISD SPECIAL EDUCATION Empowering Unique Minds, Shaping Bright Futures. 

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s
SOUTHWEST ISD
SPECIAL EDUCATION
Empowering Unique Minds, Shaping Bright Futures

Classroom Strategies. Social Emotional Learning (SEL) consists of five core competencies; self-awareness, self-management, responsible decision making, social awareness, and relationship skills. SEL in the classroom can be promoted through explicit instruction and can also be integrated across classroom instruction when supported by research-based behavioral practices.. 

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Social Emotional Learning (SEL) consists of five core competencies; self-awareness, self-management, responsible decision making, social awareness, and relationship skills.  
 SEL in the classroom can be promoted through explicit instruction and can also be integrated across classroom instruction when supported by research-based behavioral practices.

This instructional module will cover:

Offering Choices

Verbal Reinforcement for 
     Appropriate  Behavior

Planned Ignoring

Offering Choices. Teaching to students’ strengths and interests can promote creative and critical thinking. Also, providing students with choices leads to increases in autonomy and, in turn, motivation and learning.. 

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Teaching to students’ strengths and interests can promote creative and critical thinking. Also, providing students with choices leads to increases in autonomy and, in turn, motivation and learning.

Offering Choices. Students, like adults, tend to be more motivated to complete a task and perform better on it when they choose to engage in the task themselves, rather than having the task chosen for them.. 

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Students, like adults, tend to be more motivated to complete a task and perform better on it when they choose to engage in the task themselves, rather than having the task chosen for them.

Offering Choices. When students choose their own topic or select how to present their work, they are more likely to take ownership over their work and/or feel confident demonstrating their knowledge.. 

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When students choose their own topic or select how to present their work, they are more likely to take ownership over their work and/or feel confident demonstrating their knowledge.

Verbal Reinforcement for Appropriate Behavior. Verbal reinforcement is one of the most effective types of positive reinforcement that teachers can use.. 

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Verbal Reinforcement for Appropriate  Behavior

Verbal reinforcement is one of the most effective types of positive reinforcement that teachers can use.

First describe the positive behavior while giving praise. The comments should focus on what the student did right and be stated in positive language.

Verbal Reinforcement for Appropriate Behavior. Always give praise immediately. The sooner the positive reinforcement is given in relation to a behavior, the more likely the student will continue or repeat that behavior.. 

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Always give praise immediately. The sooner the positive reinforcement is given in relation to a behavior, the more likely the student will continue or repeat that behavior.

Vary the statements you give as praise. When students hear the same praise statement repeated over and over, it may lose its value.

Verbal Reinforcement for Appropriate Behavior. Provide information to students about their competence or the value of their accomplishments. For example, “That was a wonderful paragraph you wrote.” or “That was a kind thing to do when you helped Ms. Fisher carry those bags. I know it made her feel more welcome in our school.”. 

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Provide information to students about their competence or the value of their accomplishments. For example, “That was a wonderful paragraph you wrote.” or “That was a kind thing to do when you helped Ms. Fisher carry those bags. I know it made her feel more welcome in our school.”

Verbal Reinforcement for Appropriate Behavior. Attribute success to effort and ability. This implies that similar successes can be expected in the future. For example, “Your studying really paid off” or “That’s a good grade you got on your math test. It shows you really nailed problem solving.”. 

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Attribute success to effort and ability. This implies that similar successes can be  expected in the future. For example, “Your studying really paid off” or “That’s a good grade you got on your math test. It shows you really nailed  problem solving.”

This kind of praise also helps students gain a better  appreciation of their own skills.

Planned Ignoring. The procedure of planned ignoring involves deliberate teacher inattention to the occurrence of targeted student behavior. In other words, teachers identify behaviors that function as a means of getting their attention and selectively ignore them.. 

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The procedure of planned ignoring involves deliberate teacher inattention to the occurrence of targeted student behavior. In other words, teachers identify behaviors that function as a means of getting their attention and selectively ignore them.

Planned Ignoring. Planned ignoring is one of the simplest types of extinction procedures. The term extinction refers to discontinuing unintentionally rewarding a behavior. Extinction is an intervention strategy that has been widely shown to be effective in reducing rates of inappropriate behaviors in children.. 

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Planned ignoring is one of the simplest types of extinction procedures. The term extinction refers to discontinuing unintentionally rewarding a behavior. Extinction is an intervention strategy that has been widely shown to be effective in reducing rates of inappropriate behaviors in children.

Planned Ignoring. Although the process sounds simple enough, it is often extremely challenging to implement. By shifting the way that you respond to a child’s behavior, you are changing their expectations – often very suddenly.. 

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Although the process sounds simple enough, it is often extremely challenging to implement.  By shifting the way that you respond to a child’s  behavior, you are changing their expectations – often very suddenly.

Planned Ignoring. When implementing extinction procedures, it is important to remember the following: Be consistent with your planned ignoring. Keeping consistent is essential when seeking to change unwanted behavior. The target of the intervention needs to understand that whatever expectation they had in the past will no longer be relevant in the present.. 

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When implementing extinction procedures, it is important to remember the following: Be consistent with your planned ignoring. Keeping consistent is essential when seeking to change unwanted behavior.  The target of the intervention      needs to understand that      whatever expectation they had in  	the past will no longer be relevant 	in 	the present.

Planned Ignoring. When implementing extinction procedures, it is important to remember the following: ONLY use planned ignoring for attention seeking and distracting, but harmless behaviors. DO NOT use planned ignoring for behavior that is harmful like; physical aggression, property destruction, elopement, or self-injurious behaviors.. 

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When implementing extinction procedures, it is important to remember the following: ONLY use planned ignoring for attention seeking and distracting,  but harmless behaviors. DO NOT use planned ignoring for behavior that is harmful like; physical aggression, property  destruction, elopement,  or self-injurious behaviors.

Planned Ignoring. Reinforce other appropriate behavior proactively! It is more useful to focus more on positive behavior. The message you would be sending to the child would essentially be “It is easier for you to get what you want if you do the right thing.” Teachers should intentionally provide the “attention seeking” student with lots of “positive attention.”. 

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Reinforce other appropriate behavior proactively! It is more useful to focus more on positive behavior. The message you would be sending to the child would essentially be “It is easier for you to get what you want if you do  the right thing.” Teachers should  intentionally provide the “attention  seeking” student with lots of  “positive attention.”

Planned Ignoring. Keep yot.r hands and feet to yotrself. Raise your hand before leaving you• seat. Follow all teacher instructions. Try to finish all assigned work. Respect school and personal property. 

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Teachers should regularly look at their posted class rules and find opportunities to praise each of  the students individually for following specific class rules  thought the instructional day. Especially for the first nine weeks of school.

Keep yot.r hands and
feet to yotrself.
Raise your hand before
leaving you• seat.
Follow all teacher
instructions.
Try to finish all
assigned work.
Respect school and
personal property

Planned Ignoring. Be prepared for the extinction burst. Extinction bursts are a sudden, but an expected increase in behavior. They occur often when extinction procedures are first implemented. During an extinction burst, a child may respond emotionally; that is, they may increase both the rates and intensity of problem behavior.. 

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Be prepared for the extinction burst. Extinction bursts are a sudden, but an expected increase in behavior. They occur often when extinction procedures are first implemented. During an extinction burst, a child may respond emotionally; that is, they may increase both the rates and  intensity of problem  behavior.

Planned Ignoring. So why do professionals continue to recommend extinction procedures knowing that extinction bursts are likely? They do so because they are confident that if they remain consistent that the problem behavior will eventually diminish.. 

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So why do professionals continue to recommend extinction procedures knowing that extinction  bursts are likely? 
 They do so because they are confident that if they remain consistent that the problem behavior will eventually  diminish.

Contributors. Bella More, Educational Diagnostician Steffanie Sparrow, Licensed Specialist in School Psychology Mario Bernal, Licensed Specialist
in School Psychology Valerie Torres, Licensed Specialist in School Psychology Ruth Villegas
Graduate Student. 

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Bella More, Educational Diagnostician

Steffanie Sparrow, Licensed Specialist in
 School Psychology

Mario Bernal, Licensed Specialist
in School Psychology

Valerie Torres, Licensed 
Specialist in School Psychology                             

Ruth Villegas
Graduate Student