- Replacement Behavior
- Data Collection
- IEP, FBA/BIP Support
- Behavior Bytes
- Other Resources
Below are some ideas for interventions; however, we are lucky enough to have a wealth of knowledge in our schools in Davis School District. Have you discussed student concerns with the related service providers and/or the local case management team in your buildings?
Intervention Ideas and Examples
Some of these resources are specific curricula and may already be in your building. Check with your school psychologist, administrator, or special education teacher to locate some of these resources.
- 5 minute countdown
- 5 Point Scale
- Behavior Contracts
- Break Cards
- Classroom Management
- Dots for Motivation
- Emotions Chart
- Escalation Map
- Learning Contract - Elementary (Understood.com)
- Learning Contract - Secondary (Understood.com)
- Level System Basics
- Minecraft Time Tokens
- Penny Boards
- Penny Board (White Copy)
- Power Card Examples (additional resources for power cards)
- Precision Requests
- Tough Kid Tool Box
- Tracker Example
- Tracker - Pokemon
- Wait Card/Wait Card (Color)
- Zones of Regulation
The best way to address social skills deficits is to provide direct instruction for the missing skill. There are different programs to use to teach the skills (some are listed below).
- Bathroom Rules
- Class Materials List - Secondary
- Coat/Hat Rule
- Example Picture Schedule (front)
- Executive Functioning Supports
- I'm Finished....Now What?
- Key Chain Rules
- Photo Example Picture Schedule (Front)
- Photo Example Picture Schedule (Back)
- To Do List
- Visual Rules Example
- Work Activities - Choice
- Written Schedule - Secondary
General Intervention Strategies
Reinforcement Systems (Behavior Bytes Reinforcement)
Social Stories™ (Check with your school SLP or Support Team for additional information in writing your own)
Pre-Identified Safe Space (i.e., general education classroom, special education classroom, office, counselor's office)
Possible Sensory Support (headphones/earbuds, option to eat lunch in a different location, hoodie, gum, etc.) *Speak to OT if need for weighted sensory input.
Provide non-contingent attention/reinforcement (non-contingent reinforcement video)
Scheduled time with peer/adult
Planned Ignoring (withdrawing attention from challenging behavior)
Tangible (This may differ based on the student's age/desire - See Reinforcement Assessment)
Scheduled Time for Reinforcing Activity
Token Board to earn access to preferred tangible reinforcement.
Providing Choice (Clean Your Plate strategy from Tough Kid Toolbox, Edition 3))
All sample PLAAFPs and goals are examples and should only be used to guide IEP writing. PLAAFPs and goals should be individualized to meet identified student need.
- Example Preschool to Kindergarten Transition PLAAFPs and Goals
- Example Elementary PLAAFPs and Goals
- Example Secondary PLAAFPs and Goals
Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.
"The educators' guide to learning disabilities and ADHD."
The primary purpose of this LRBI document is to provide guidance and information in creating successful behavioral systems and supports within Utah's public schools.
" PBIS World is a website containing links to hundreds of interventions, supports, resources, and data collection tools, all of which are organized into the tier 1 through 3 framework." (PBIS World, 2019)
"Positive Behavioral Interventions and Supports (PBIS) is an evidence based three-tiered framework for improving and integrating all of the data, systems, and practices affecting student outcomes every day. It is a way to support everyone – especially students with disabilities – to create the kinds of schools where all students are successful."
Safe & Civil Schools provides high-quality programs and staff development services to help K-12 educators create proactive and positive behavior management.
As you think about what supports you are wanting, please consider whether or not the concerns are student specific, or maybe the entire class could benefit from some supports in that area. There is also the possibility that other teachers are having the same issues or concerns, and if that's the case it may be beneficial to bring this to a school team that is assigned with addressing whole school concerns. Below are resources and recommendations to help elicit some of those conversations that teachers may be having in the schools related to student behavior.