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Support and Interventions for Targeted Behaviors JCPS CARE for Kids. Welcome Educators! Our session is Supports and Interventions For Targeted Students. Before we begin, please write what you hope to glean from this session on your post-it, and place on beside this letter.

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Welcome Educators!

Our session is Supports and Interventions For Targeted Students.

Before we begin, please write what you hope to glean from this session on your post-it, and place on beside this letter.

I’m glad you are here today,


who are our students
Who Are Our Students?
  • Intensive behavior strategies
  • 25 Minute Intervention Plan
  • Behavior Contract
  • Social Skill Training
  • Peer Mediation

Students with chronic/intense problem behavior


  • Targeted behavior strategies
  • Take A Break in the Buddy Room
  • Social Conference
  • Parent Contact
  • Conference with counselor, FRYSC, etc.
  • Referral to administrator

Students at-risk for

problem behavior


  • Proactive strategies
  • Development and use of Social Contract
  • Reinforcing, reminding and redirecting language
  • Development and use of Y-Charts
  • Modeling/Remodeling
  • Signal for silence
  • Proximity
  • Non-verbal cuing
  • Take A Break

Students without

serious problem



Total Student Enrollment

basic human needs
Basic Human Needs
  • Autonomy: the need to be independent
  • Competence: the need to experience success and significance.
  • Relationship: the need to connect with others
  • Fun: the need to have a good time
how effective classroom managers spend their time
How Effective Classroom Managers Spend Their Time

10% Reactive Strategies

25 % Modeling

40% Relationship Building

25% Remodeling

From: The Educators Guide to Preventing and solving Discipline Problems by Mark and Christine Boynton

three approaches to discipline



Teacher has all of the power

Students have all of the power

Teacher shares power and students demonstrate high degree of responsibility, kindness, and respect

Three Approaches to Discipline

Empowering Teacher Language

“I like the way you. . . .”




Paradigm SHIFT




“good job”




Reinforcing Language

  • is:
  • Proactive
  • Descriptive
  • Specific
  • Stresses the deed, not the doer
  • Can follow with a “How?” question
  • Examples:
  • I notice that you. . . .
  • Tell me about your. . . .
  • You were able to _______ and now (state result).
  • Your map has lots of clear, useful information.

Goal: to reinforce what students are doing using specific, descriptive language.


Reminding Language

  • is:
  • Proactive
  • Reactive
  • Asks students to do reminding
  • Encourages planning and reflection
  • Examples:
  • Remind us how to . . . .
  • Who remembers. . . ?
  • Think about the last time we did this. What worked, and what did we say we wanted to change?
  • What strategies did you use to solve this problem?

Goal: to remind students of procedures and criteria established so they can abide by them.


Redirecting Language

  • is:
  • Reactive
  • Given in a neutral tone
  • Posed as a DIRECTION, not a request
  • Describes what’s wrong, and elicits student solutions
  • Invokes different sources of authority
  • CAN be non-verbal
  • Examples:
  • You need to. . . .
  • Our rules say. . . .
  • You’ve not done your share of clean up so. . . .
  • Show me a safer way to. . . .
  • Jenny, take a break.
  • Ross, change seats with Denise.

Goal: Redirect when students are going in the wrong direction or need a question to nudge them toward a more fruitful path of learning.


Analyzing Misbehavior

  • Early Stage Misbehaviors
    • 1st time or so that it has happened
    • no formal plan needed (proactive strategies)
  • Chronic Misbehaviors
    • consistent
    • plan IS needed
      • (targeted or intensive intervention)

Some Tips on Chronic Misbehavior

The behavior is occurring for a reason

It’s occurrence is NOTrandom

The behavior is fulfilling a function. . . .

We need to know WHAT!


CHRONIC misbehavior


  • Help-seeking
  • Lack of awareness
  • Attention-seeking
  • Power-seeking
  • Revenge-seeking
  • Pleasure-seeking
  • Your remediations for these varying types of behaviors will have to involve slightly different interventions.
help seeking needs wants competence

Giving up

Avoiding work

Setting unrealistic goals

Putting self down

Discouragement – wanting to be left alone

Meet need by…

Treating student as if he/she is capable and growing.

Noticing small improvements

Setting small short-term goals (hourly)

Teaching in small time blocks

Modifying assignment to practice completion

Having student reflect on own progress

Setting frequent check-ins to note progress

Help-SeekingNeeds/Wants -- Competence
lack of awareness or ability needs wants competence autonomy

Student may be argumentative to feedback or correction

Responds to questions or comments in inappropriate manner

Unaware of behavior

Tapping pencil


Meet need by…

Make sure student knows target behavior or teach the appropriate behavior (Quick conference or social conference)

Respond to the misbehavior by:

Reminding language

Redirection Language

Reinforcing Language

Signal or Pre-correction

Lack of Awareness or AbilityNeeds/Wants – Competence/Autonomy
attention seeking needs wants relationship



Showing off



Meet need by…

Giving student a special job or task

Let student teach a part of the lesson or scribe on the overhead

Establish nonverbal cues

Give attention by noticing appropriate behavior

Ask about personal life; sports, hobbies, etc.

Attention SeekingNeeds/Wants -- Relationship
power seeking needs wants autonomy







Meet need by…

Giving choices:

where to work; materials to use; how to present what has been learned

Ask student to be leader in an activity

Ask student’s opinion on a topic

Let student lead in a demonstration

Give student an opportunity to share about an interest or hobby.

Power SeekingNeeds/Wants -- Autonomy
revenge seeking needs wants relationship and competence



Getting even

Feeling sorry for self

Meet need by…

Listening to feelings without judgment

Get to know student:

Proactive Social Conference


Scaffolding for academic success

Have student practice asking for what s/he wants

Discussing options other than getting even; mediate conflicts

Teach calming/centering techniques

Revenge SeekingNeeds/Wants –Relationship and Competence
pleasure seeking needs wants fun

Uses sarcasm

Makes fun of others

Plays pranks


Inappropriate joking

Meet need by…

Provide interesting choices for student work

Offer choices for where with whom they work

Play academic and silly, zany games

Sing, dance, move, stretch

Tell jokes, riddles, and puns

Use drama in academic lessons

Include drawing in your teaching

Pleasure-seekingNeeds/Wants – Fun!

Pathways to Self-control


Redirecting Language



Loss of Privilege

Fix-it on the spot

TAB in Buddy Room

Behavior Room


Must notice rule-breaking behavior. Sweat the small stuff. Don’t let anything slide.

Notice Behavior


Fix-it Plan

Quick Conference

Social Conference

Behavior Contract

Problem-solving Meeting

Meeting with Parents




Fix what was broken:



Welcome back


Fix-it Plan

Quick Conference

punishment vs logical consequences matching activity
Punishment vs. Logical Consequences Matching Activity

Goal of Logical Consequences

  • Give student a chance to regain control
  • Help students:
    • Make connection between actions and outcomes
    • Repair what was broken by their behavior
    • Make amends and restore relationship
    • Avoid repeating
  • Preserve dignity (student, teacher & class)
  • Maintain safe environment

Logical Consequences

Restitution, Restoration, Restriction, Reflection


Quick conference

  • Greet student by name
  • Name rule/expectation broken (use classroom expectations or social contract)
  • Ask student what s/he needs to regain self control
  • Offer help
  • Send student off with intention to do something to improve behavior
social conference
Social Conference
  • Notice
    • Establish person to person connection
    • Describe positives and negatives
    • Ask what student has noticed
  • Naming
    • Name rule broken
    • Name hope/dream not being realized
  • Understanding
    • Get to the bottom of what’s happening
  • Alternatives
    • Ask student for ideas on what s/he can do differently
  • Agreement to try
    • Explicit agreement with check in time
  • Practice what-ifs
    • What will you do if. . . .?
return and repair
Return and Repair
  • Fix it Plans
  • Repair what was broken
  • Apology of Action – Testimonial

Examine the scenarios and determine the type of behavior being displayed, the purpose, and what pathway to use.



Closing Comments and Questions