Three-Tiered Support in Your Classroom By Laura …behaviordoctor.org/wp-content/uploads/2016/05/2015threetiered... · Three-Tiered Support in Your Classroom By Laura A. Riffel,

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Behavior Doctor Seminars ®™ www.behaviordoctor.org 2013-2014

Three-Tiered Support in Your Classroom

By

Laura A. Riffel, Ph.D.

www.behaviordoctor.org

www.behaviourdoctor.org

www.twitter.com/behaviordoctor

www.blogtalkradio.com/behaviordoctor

www.behavior-doctor.org

www.behavior-doctor.com

[email protected]

http://www.behaviordoctor.org/


http://www.behaviourdoctor.org/

http://www.twitter.com/behaviordoctor

http://www.blogtalkradio.com/behaviordoctor

http://www.behavior-doctor.org/

http://www.behavior-doctor.com/

mailto:[email protected]

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Copyright Page

ISBN 978-1-304-21942-8

Copyright: 2013

Behavior Doctor Seminars

www.behaviordoctor.org

2013-2014 School Term



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A real intervention gets rid of the behavior- not the student.

Upside-Down Logic

We read top to bottom- so our pyramid should start with the universal and go to

the tertiary.


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You do know what you will get in your classroom, unlike Forrest Gump’s Box of chocolates:

Sensory Integration 16% ADHD 10% Other Health Impaired 2.2% Speech and Language Impaired 20.5% Specific Learning Disabilities 20% Hard of Hearing 1.3% Intellectual Disabilities 11.6% Emotional Behavior Disorders 8.6% 90.2% of your classroom

Functions of Behavior

To Gain To Escape

Attention:

Peers

Adults Access to preferred items or environmental controls

Sensory Integration (Input)

Work/Tasks/chores

People

Adults

Peers (Think bullying) Pain

Emotional

Physical Sensory (Overload)

Ten Rules of Behavior:

1. Behavior is learned and serves a specific purpose (Bandura) 2. Behavior is related to the context within which it occurs (Bambara & Knoster) 3. For every year a behavior has been in place, we need to expect one month of consistent and

appropriate intervention to see a change (Atchison) 4. We can improve behavior by 80% just by pointing out what one person is doing correctly

(Shores, Gunter, Jack) 5. We use positive behavior specific praise about 6.25% of the time (Hayden, et al.) 6. When we want compliance in our students we should whisper in their right ear (research in 3

countries) 7. All behavior has function and falls into two categories: To gain access to or to Escape from

(Alberto & Troutman) 8. To Gain Access- see chart above 9. To Escape From- see chart above 10. Your reaction determines whether a behavior will occur again. We have to change our behavior

(Alberto & Troutman).


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Common Mistake: People assume because a consequence decreases or increases their own

likelihood, it will work for others, or they assume because it works for one child, it will work for

others.

Remember the pencil lady and the speeding ticket example.

Universal Level:

How Full is Your Bucket?

Cork in the bottom of the bucket- it will just sit there. Think of respect

as the water that makes the cork rise to the top. If we show respect to our

students they will rise to the top and become what we want them to become.

What they see….is what I get (Johnson, A.)

Real Words Heard in Schools:

I carry two little notebooks when I’m visiting schools. In one of them I write down things I hear

that I wish I hadn’t heard. These are just a few of my more memorable:

“You are no better than your brother. You’re going to end up in jail, just like him.”

“If you don’t walk right down that hallway. I’ll drag you down the hallway.”

“Shut up”

“You are all a bunch of morons.”

“You are all a bunch of idiots.”

“Your parents should have used birth control.”

It’s easy to judge these statements- but any of us is one second from being pushed into saying

something we will regret later if we don’t have a plan. We spent years at the pre-service level

learning how to write lesson plans for reading, writing, math etc. - but not many of us spent any

time at all learning how to write lesson plans for dealing with behavior issues when they occur.


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This is one example- do not copy this example. Come up with your own plan in the

inverted pyramid on the next page:

The

The hairy eyeball Proximity

Physical gesture Secret signal

3 B’s in the right ear

I statement Eye contact

With shake of head

Change location

Conference

Token Economy

Behavior Contract

FBA

BIP

Be Quick Be Quiet Be Gone


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Group Contingencies- Group Reinforcements

The whole group working together to earn a group incentive.

Use things like:

Mr. Potato Head

Cootie Bug

www.tinyurl.com/homeworkopoly

Scratch off tickets

o Mix two parts airplane model paint with 1 part dishwashing detergent

o Draw bubble letters on a piece of tag board

o Write a prize inside each letter

o Laminate the bubble letters

o Paint over the letters

o Let dry- will take more than one night for it to dry

o Students can scratch off

Barrel of monkeys

Links on a chain

Angry Birds Game

o http://pinterest.com/pin/65794844526127798/



o http://pinterest.com/pin/174866398001635953

Sink Strainer- Ribbons- Weaving good behavior in the classroom

Brownie Points

Marble Run- Made from a Pool Noodle

Mystery Motivator- Like hangman- students flip over letters to find out what the

reinforcement is

Marbles in a jar- light it up

Piggy bank jar of good choices

CD Tower- used as a spinner with pie shaped prizes

Pot holder loops

Smarty Pants

Group vs. Group Contingency

Library pockets used to label each table in the cafeteria:

Cafeteria staff use Popsicle sticks and place in pockets of tables that exhibit excellent

behavior.

Table that earns the most popsicle sticks gets to sit at a special table the next day – or at

elementary level- gets to go to recess first the next day.


http://www.tinyurl.com/homeworkopoly

http://pinterest.com/pin/65794844526127798/




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Tardies to class

Principal vs. students

Principal surveys students on favorite songs

Principal sets up desired percent of tardies 1%-2%

Plays 4 minutes of student music and 1 minute of principal music (polka music etc.)

If tardies stay below 2% or (set limit) then music stays 4 minutes of student music and 1

minute of principal music during class changing periods. If tardies go above set limit- it

switches 4 minutes of polka music and 1 minute of student music.

Prizes for “BEST” behavior in any special class (Elementary)

Library- book- golden book- book turned into clock

Cafeteria- golden spatula- platinum spatula- giant spoon- etc.

PE- golden tennis shoes- soccer ball on trophy base- trophy- etc.

Music- LP spray painted- cymbals- giant treble clef- etc.

Spanish class- maracas- sombrero- giant paper Mache’ taco-

Computer class- golden mouse

Art class- giant paint brushes

Drama class- giant Oscar trophy

Dance class- golden ballet shoes

Football field- Baseball Field- Soccer Field-

Use to motivate students for homework or attendance as they move across the field

earning touchdowns or homeruns

Golden Plunger Reinforcement

Custodian gives to class left the cleanest at the end of the day- the class earns bragging

rights- or extra recess- or homework free night.

Your Ideas:


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Whatever is a problem in your school or class- develop a reinforcer for the appropriate

behavior!!!!

What is a problem in your school?

What could your reinforcement be?

Zero Office Discipline Referrals??? How many of those days do you have a year at your school?

____

How many would you like to have? _________________________

What are you willing to do to get there?


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Individual Contingency- Group Incentive

YOU must be very careful with this one!!!!! Never use this in a negative way- only use it as a

positive reinforcement.

Secret Agent:

Choose a secret agent (hawk, lancer, wildcat, eagle, etc.). Tell the students you have chosen a

secret agent for the day or hour and you will be watching them for “xyz” behavior. At the end of

the specified time, announce the winner. Let them choose a prize for the class. (See list of free

reinforcements at the end of this book).

If at the end of specified time, the student has not had the appropriate behavior have a back-up

student in mind to announce. Then have a private conversation with the target student. Tell

them they may be the Secret Agent tomorrow and it would be a shame if they lost the prize

because of their behavior. Don’t let them know they were the secret agent that day and you gave

it to someone else.

Secret Line Walker: (Elementary)

Very similar to secret agent- only names are drawn from cup for each time you take your class

somewhere (specials, recess, lunchroom, and restroom) - each individual student earns the class

30 seconds of a prize determined by the teacher. 30 seconds of extra reading time, 30 seconds

of extra recess, 30 seconds of drawing time. Since elementary students tend to have about 10

trips down the hallway in a day that is 5 extra minutes of time earned with good line behavior.

(This is time you don’t have to spend reprimanding students to be good- so you haven’t really

lost learning time).

– Teacher’s Pick- is a 99 cent program you can download for your I-Phone or I-Pad

that does the same thing as the Popsicle sticks. It is all random and you can mark

when someone is absent. Here’s the link: http://tinyurl.com/teacherspick

Write names on Popsicle sticks and put

in a cup. Put a toilet paper tube in the

middle of the cup. Put all sticks in the

middle of the toilet paper tube. As you

draw names- move them outside the

toilet paper tube. Then you’ll know

you are being random and everyone is

getting a chance.


http://tinyurl.com/teacherspick

http://tinyurl.com/teacherspick

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Use this space to talk about Universal Level Ideas with your Peers:


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Secondary or Targeted Group Interventions:

Pot Holder Loops

Use as a token economy vestige. Remember Token Economy is not supposed to pay-off with a

tangible reinforcement like candy or toys. Token Economy should pay-off for the function of

behavior.

What are they trying to get or get out of?

Attention-Access- Sensory Input

Work-Attention-Pain-Sensory Overload

For instance a student with ADHD might be trying to get sensory input- so their tokens might

pay-off with extra access to a cool sensory input- like getting to sit in the teacher’s chair.

For older students you can use Boys Town® www.boystown.org/education

Suit the Token Economy to their likes- but make it interesting and simple

Space for you to write your thoughts about Token Economy:


http://www.boystown.org/education

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Student Teacher Rating Sheet

Student Name: __________________ Date: _________________

Hour

One

Hour

Two

Hour

Three

Hour

Four

Hour

Five

Hour

Six

Hour

Seven

Keep

hands

and feet

to self

T S T S T S T S T S T S T S

Respect

personal

space

between

each

other


Turn

work in

on time


Accepts

Score

(Teacher

only)

Total

Total Points Earned Today: ____________________out of 84 possible

Prize Earned: ________________________________________________________

Parent Signature: _____________________________________________________

Prize tomorrow for 67-84= _______________________________________________

Prize tomorrow for 58-66=_______________________________________________


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Prize tomorrow for 50-57=_______________________________________________

Prize for 49 or lower=___________________________________________________

Student Copy of Teacher Student Rating Sheet- This sheet should be laminated so the student

can reuse.

Hour

One

Hour

Two

Hour

Three

Hour

Four

Hour

Five

Hour

Six

Hour

Seven

Keep

hands

and feet

to self

My

score

My

score

My

score

My

score

My

score

My

score

My

score

Respect

personal

space

between

each

other

My

score

My

score

My

score

My

score

My

score

My

score

My

score

Turn

work in

on time

My

score

My

score

My

score

My

score

My

score

My

score

My

score

Total

from

teacher’s

paper

after we

match

3= I give myself a 3 if the teacher did not have to remind me about the rule for each behavior I

am working on.

2= I give myself a 2 if the teacher had to remind me a few times about the rule for each behavior

I am working on.


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1= I give myself a 1 if I did not remember to follow the rule at all and the teacher had to remind

me more than a couple of times.

Be Honest: Remember you earn points based on matching the teacher’s score!

Young Child copy of Teacher Student Rating Sheet- This sheet should be laminated so the student can reuse.

Hour

One

Hour

Two

Hour

Three

Hour

Four

Hour

Five

Hour Six Hour

Seven

Keep

hands

and feet

to self

My score My score My score My score My score My score My score

Respect

personal

space

between

each

other


Turn

work in

on time


Teacher

writes


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points

on sheet

for them


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Free or Inexpensive Reinforcements for Parents

Young Children

1. Assist the parent with a household chore 2. Send an email to a relative telling them what a good job they had done on a project at

school. In other words, email Aunt Linda and tell her about the “A” you got on your spelling test.

3. Get to decorate paper placemats for the dining room table for dinner that evening 4. Get to choose what is fixed for dinner that night- example: “You get to choose, I can

make tacos or meatloaf. Which do you want me to fix?” 5. Get to help parent fix dinner- shell peas, peel potatoes, make art out of vegetables, make

ants on a log etc. 6. Get to be the first person to share 3 stars and a wish at the dinner table (3 good things

that happened that day and one thing they wish had gone better.) 7. Get to create a family night activity- roller skating, hiking in the park, picnic dinner on

the living room floor or under the dining room table with blankets over the top. 8. Camp out in the backyard with a parent. 9. Get a car ride to or from school instead of the bus 10. Get to have a picture framed for mom or dad’s office 11. Get to choose the game the family plays together that night 12. Get to choose the story the family reads out loud together (read the classics) 13. Get to go with a parent to volunteer at a retirement home (the children will get tons of

attention) 14. Get to gather old toys and take to a shelter for children who have nothing 15. Get to ask friends to bring dog and cat food to their birthday party instead of toys that

will break. Take the food to a shelter the day after as a reinforcement. They will get a ton of attention from the staff.

16. Bury treasures in a sandbox for the child to find. Put letters in plastic Easter eggs and they have to put the letters together that spell treat the child will receive. (Ideas: a walk with grandma, bike riding at the park, etc.)

17. Make special mud pies in the backyard with mom or dad or have a family contest to see who can make the best mud pie.

18. Dig shapes in the sandbox and then decorate with items found around the house. Pour inexpensive plaster of Paris into the shape and wait to dry. When it’s pulled out it will be a sandy relief that can be hung on the wall (if you remember to put a paper clip in the plaster of Paris on the top before it dries )

19. Get to go shopping with a parent as an only child. Give them a special task to look for something that you are seeking. For example: “Here’s a picture of a blue blouse that I’m trying to find. Help me look for something that looks like this.”

20. Take all the kids to grandma and grandpas except one and let that child stay home with mom and dad and be “only child” for the weekend. The other kids will get spoiled with lots of attention by grandma and grandpa and the “only child” will get lots of attention from mom and dad. (If you don’t have grandma and grandpa nearby- trade with another family taking turns to keep each other’s children.)

21. Download a fun recipe and let your child help you make that recipe as a surprise for the rest of the family that evening. (Put up signs that say “Secret Cooking in Progress”. Must have special pass to enter the kitchen.


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22. Surprise your child with a scavenger hunt around the house. If they read, give them written clues hinting as to where the next card is hiding. At the end have them find a note that tells them their big prize. (If your child can’t read, you can use pictures.)

23. Make a story on the computer with your child using Microsoft’s PowerPoint program. Let your child be the star of the story.

24. Let your child take the digital camera out in the back yard and then come back in and turn those pictures into a story on the computer. Help them print off their book for a distant family member.

25. Go outside and collect cool leaves and flowers. Come inside and put those leaves and flowers between two sheets of wax paper. The parent will iron these two sheets together and create placemats for everyone in the family for the evening.

26. Start a family story at the dinner table and each person in the family has to tell a part of the story. The child being reinforced gets to start and end the story.

27. Let your child earn 5 minutes of either staying up later or sleeping in in the morning. Use that time to read together if they stay up later.

28. Play secretary and let your child dictate a story to you. Type up the story and send it out to some relatives who will call them and tell them how much they liked the story.

29. Write a story for your child where the child or their personal hero is a character in the story.

30. Change the screen saver on your computer to say “My child is the greatest.” …or something that would make them feel good about themselves. Do this at your office and then take a picture of it or take your child to your office on the weekend and let them see it.

31. Let your child help you do the laundry and then pay them with a special dessert for dinner. Be sure to say, “Since you helped me save time by helping me fold the laundry, I have time to make this special dessert for dinner.”

32. Help your child organize their room giving them a mnemonic to help them remember where things go- for instance teach them the color order of the rainbow and then teach them to hang up their clothes in color groups matching the order of the rainbow (ROYGBIV). Later on when you catch them hanging up their clothes in the correct place draw a “rainbow” award for their good work and put it on their door as a surprise when they come home.

33. Have the bedroom fairy come while they are at school and choose the bedroom that is the neatest. Hang a fairy from the doorway of the room that is the neatest and that person gets to sit in “Dad’s chair” to read that night. (Or something that would be appropriate at your house).

34. Mystery grab bag. Take an old pillow case and put slips of paper inside listing some of the prizes on this page and let the child draw out the prize they are going to get for their behavior reinforcement.

35. Let your child dictate where you drive on the way home from a location. In other words, they have to tell you turn left here…turn right here. If they happen to steer you into a Baskin Robbins Ice Cream Parlor, it wouldn’t be a horrible thing to stop and have a family treat together.

36. Give your child a special piece of jewelry that belongs to you to keep and wear for the day. (Nothing that costs a lot of money- but something that looks like it is special to you.) The child will feel special all day long.

37. Take your children to the library one at a time and give them special one on one time at the library checking out books or listening to stories.

38. Sign your child up for acting lessons (they have to have earned this privilege). Many universities offer free acting classes on the weekend for children.


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39. Take your child to an art gallery and then have them draw a picture of their favorite painting or statue. Possibly stage a mini art gallery tour of the child’s work for relatives who are coming to visit. Serve cheese and grape juice.

40. Take your child to the university astronomy lab. (It is usually free). Help them place stars on the ceiling of their room in their favorite constellation. If possible they could paint the stars with “glow in the dark” paint.

41. Take your child on a nature walk and collect rocks. Bring the rocks back home and have a contest painting the rocks to look like animals.

42. Have your child collect some toys they have outgrown. Clean up the toys and take them to a local hospital children’s ward and donate the toys to the ward. The child will get lots of attention and feel good.

43. Go to your local appliance store and ask them to save a refrigerator box for you. The next time your child earns a reinforcement, give them the box and help them plan and decorate the box to turn it into anything their imagination desires.

44. Make Papier-mâché Halloween masks by taking punch ball balloons and spreading the paper strips over the balloon shape. Make noses, horns, tongues whatever they desire and then paint when dry. You will have a unique and free Halloween costume and you will have given your child tons of attention.

45. Find an old fashioned popcorn popper (not an air popper). Spread an old sheet out on the living room floor, put a little oil in the popper and then have your children sit outside the perimeter of the sheet. Put a few kernels of popcorn in the popper and watch them fly up in the air. The kids will love watching this. For a special treat pour cinnamon sugar on the popcorn after it pops.

46. Find some light balsa wood and create a boat powered by a rubber band and paper clip paddle wheel. Make a unique sail and take the boat to a creek or lake nearby and help your child launch their boat. Be sure to take a butterfly net to retrieve the boat when it goes downstream. (Proactively, you could put an eye hook on the front of the boat and attach some fishing line to it so it can be brought back to shore.

47. Take your child fishing. It’s a great place to have some really in depth conversations. 48. Take your child for a ride looking for items that start with each letter of the alphabet.

Take the child’s picture in front of each item that starts with that letter and then put it together as an ABC Book. For example: “This is Johnny in front of Applebees.” “This is Johnny in front of BlockBuster.” And so on….

49. Check with your local humane society and see if they allow children under 18 to volunteer to feed and water the animals. (Some shelters only allow adults over 18). Let your child earn the privilege of going to the shelter to feed and water the animals. Perhaps they can walk a small dog or pet a cat.

50. Take your child to the local fire department. As long as they are not busy, they will be glad to show the child around and give them some great attention. Most children have seen a fire truck, but few have actually gone to the fire department to see what it looks like.

51. Play the “Gatekeeper Game” with your child. A description of this game is available on www.behaviordoctor.org (under books- Stork Manual page 60.)

52. Tell your children you have a surprise performance for them. Get a stocking cap and lay on a sturdy table with your head hanging chin up in the air. Cover all of your face with the stocking cap except your chin and mouth. Draw two eyeballs on your chin and then lip sync to a silly song. It looks really funny, like a little headed person with a big mouth singing. Then let your child put on a performance for you.

53. Play hide and go seek in your house in the dark. Turn out all the lights and have everyone hide. One person is “it” and they have to go around the house and find the


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people who are hiding. It’s really a great way to help your children not be afraid of the dark. You can limit it to one or two rooms if your children are young.

54. Ask your children if they’d rather have a dollar a day for thirty days or a penny a day that doubles each day for 30 days. In other words on day one 1 cent, day two 2 more cents, day three 4 cents and so on. Once they decide then help them figure out which one would have been the better deal. $10,737,418.23 at the end of 30 days with the double the pennies per day.

55. Give your child a nice piece of Manila paper and some wax crayons. Have them color a design on every inch of the paper- could be stripes or wavy lines- whatever they desire. Then have them cover the entire page with black crayon. They color over the entire page. Then give them a paper clip and have them open one end and scratch a cool design into the black crayon. The colors underneath will show through. Do an art gallery tour and have tea and cookies after looking at the different pictures.

56. Teach your child how to throw a football, shoot a basket, kick a field goal, hit a baseball, and putt a golf ball. Then for fun, switch hands and try to do all of those things with the opposite side of the body.

57. Find an old croquet set- probably on Ebay. Set up croquet in your yard and challenge your child to a game of croquet. The winning child gets to choose what the family eats for dinner.

58. Turn your dining room table into a cave by covering it with blankets, quilts and sheets that cover the top and sides down to the floor. Lay inside the cave and draw picture by flashlight to hang on the wall of the cave- just like the caveman drawings. You can safety pin the pictures to the “cave walls”.

59. Have a talent night for the family. Have everyone keep it a secret what they are doing and then perform for each other.

60. Teach your child how to darn a sock and then turn it into a magical sock puppet. Put on puppet shows for each other.

61. Take a tension curtain rod and put it in the door frame with some old curtains attached. Let your child put on a talent show for you as they enter through the curtain.

62. Attach cork panels to a wall in the kitchen or put in a large picture frame and put a special piece of art, poetry, or an exceptional paper on the board and have the entire family view and comment at dinner on the highlighted piece.

63. Let your child design thank you cards, birthday cards, or holiday cards and use them to send to friends and relatives. Make sure they sign their work.

64. Buy your child an inexpensive digital camera and have them take pictures and then gather the family with popcorn and watch the video on your television by hooking the camera to the television or upload to the computer and attach the computer to the television. Have everyone choose a favorite photo and talk about it.

65. Have a date night with your child as an only child. Take your child out to dinner and a play or a movie.

Teenagers


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1. A gallon of paint is inexpensive. Let the child choose the color and help them paint their room. You can also buy mistake paint (colors that didn’t work out for others) and let the child paint a mural on their bedroom wall.

2. Teenagers need extra-curricular activities; however, these activities are expensive. Work out a deal with the karate teacher, horse stable, art teacher, sport coach etc. Offer to provide transportation, house cleaning duties once a month, or precooked meals to get a discount on these classes for your teenager.

3. Teenagers have a difficult time with their emotions. Download yoga lessons from online and do yoga breathing exercises together as a family. Talk to your child about using these techniques when they feel tense at school.

4. Make a deal. If your child maintains the grades you agree upon, does not have any unnecessary absences, and has been agreeable, allow them to take a mental health day and stay home on a day you are home as well. Go window shopping together, fishing, go-kart riding, or whatever would float your child’s boat. My mother did this with us when we were children and I still remember these days fondly.

5. Let your teenager play their music during dinner and talk to you about why they like each song that plays.

6. Watch an old black and white classic movie together and talk about how movies have changed. My children loved “Harvey” with Jimmy Stewart when they were teenagers.

7. Write half a story or poem and let your teenager write the other half. Submit the story for publication.

8. Scan your teenager’s papers or art work and have them bound in a book (www.lulu.com has inexpensive binding available). Present the book to your teenager at a special dinner.

9. Make a scrap book of your teenager and their friends with ticket stubs and pictures and present at a surprise party.

10. Save your change for a year. Let your teenager choose what to do with that money. One family that I know saved enough to take a family of six to Disneyland.

11. One of the greatest gifts you can give to a teenager is to teach them charity. Sign up to work in a soup kitchen, nursing home, or other similar area and work with them once a month.

12. Organize a neighborhood football or basketball game “oldies” vs. “youngsters” or “men” vs. “women” and then have a block barbecue afterwards.

13. Let them drive the “good” car for a special occasion. 14. Surprise them with their favorite dessert for no special reason. 15. Write a story about the 20 things you love about them. Include fun pictures. 16. Choose a family member of the month and make a poster of them. Let them choose

Friday night dinners for the month. 17. Teach your children how to play a game like Spoons, Canasta, Poker, etc. and have a

family game night. 18. Turn out all the lights in the house and play hide and go seek in the dark. The person

that can stay hidden the longest gets to choose the movie the family watches on Saturday night.

19. Hire your child to be an interior decorator and using only items available in the house, redo a room in the house.

20. Do your own Trading Spaces. Parents redecorate the teen’s bedroom and the teen redecorates the parent’s bedroom.

21. Use plastic Easter eggs and put dollar amounts in the eggs on slips of paper and number the eggs with a permanent marker. Play Deal or No Deal with one of the parents playing the banker.


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22. Help your teenager study for a test by downloading a free Who Wants to be a Millionaire PowerPoint game and put the answers to your teenagers’ test into the game and then play to help them study.

23. Tape record your student’s study questions onto a tape recorder for them so they can listen to them while they are going to sleep.

24. Make flash cards for your student’s exams to help them study for a big exam. 25. Help your teenager organize their notebook using color coded folders for each subject

and pocket folders for study cards. 26. Hide positive messages all over your teenager’s room, in their books they use at home

(you don’t want them to get embarrassed at school), on their bathroom mirror, etc. 27. Watch Jeopardy and give each family member a pad of post it notes or index cards.

Have everyone write down what they think the answer is and keep points. The person who wins gets to pick what the family does as an activity that weekend.

28. Do some research for your teenager. For example, if your teen is studying Greek Mythology go to the library and check out all the books on Greek Mythology for them or download some appropriate materials from the Internet (be careful of the Internet as some information is not correct).

29. Take your teen to a museum, on a nature walk, to a sporting event, whatever would float their boat. It’s the time you spend with them that is important and there are many free events you can attend.

30. Make a special mix CD for your teen of their favorite songs. You can upload I-tunes and then copy their own CD’s into the program and mix and match their favorite songs onto one CD so they don’t have to flip through CD’s to listen to their favorite songs.

31. Have a contest to see who can find something that no one in the family can guess what it is. For example, a shirt stay, or the inside spring to a toy, things that might not be recognizable away from their use.

32. Have everyone come to the table with a quote and then a contest to see who can guess who made the quote famous.

33. Surprise your teen with a scavenger hunt all over the house when they get home from school. Make the clues hard to figure out. I always had a little prize at the end like baseball cards.

34. Let your teen host the training of a guide dog. This will teach them responsibility and give them a sense of pride.

35. Help your teen become a big brother or sister to a child who needs a mentor. There is no greater gift you can give yourself than that of service to someone in need.

For 32 pages of Free Reinforcements for Educators follow this link: Go to Behaviordoctor.org –

Click on training. Click on Material Download. Scroll to Reinforcement.


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Adapted from Hawken 2008

Home check-in

Earned reinforcement Parent report

to school

Graph points

Go over daily graphed points

working towards


25


ADHD

Behavior

Academics

Sensory

Social

Organizational Skills

For two years, this researcher worked

with a group of 5 children who were

ADHD non-medicated within a group of typical 3rd and 4th grade students. This began a quest

for interventions with the following requirements: 1) easy to implement, 2) low cost, 3) age

appropriate and 4) retains a good self-esteem image for the child.

Research of literature and classroom based trials were employed to ensure a successful academic

growth span. Since the 5 original children, numerous children have assisted in testing and

modifying the theories turning them into practical applications of research based interventions.

ADHD is frequently coexisting with Learning Disabilities. Many researchers report finding

coexistence 20-50% of the time with reading disabilities and up to 30% in math disabilities.

Since many of the interventions appropriate for children with ADHD are also appropriate for

children with learning disabilities and vice versa, some of the same interventions are in both

booklets on www.behaviordoctor.org.

Behavioral Interventions

Code Words

Secret Signals


Token Economy


26


Rationale for Behavioral Interventions:

The biggest predictor of off-task behavior is to point out what one student is

doing incorrectly. Disbelievers can only think back to the last time

traffic came to a complete slow crawl. Once traffic began

moving, it became apparent the reason for the slow down

was due to a police officer either reprimanding a driver for

not following the rules or reprimanding two drivers for having an

insurance seminar on the side of the road. Do not have a crash in your classroom.

Code Words:

Meet with the students once a week during lunch to discuss how things are going academically

and socially. During this time, come up with a code word which the student will know is a

“key in” cue to what you are saying. For example: “I spy someone who is sitting up

straight and tall.” The word “spy” is a code word which lets the student with ADHD know

to pay attention. The fact that you are spying someone else with an appropriate behavioral

expectation for the classroom cues the student into the fact that they are not following those

expectations. In many ways, this is reprimanding the student, but in a way that lets the

student “save face” and get on board. Once the student is appropriately displaying the

behavioral expectations, the teacher can say, “I spy someone sitting up straight and tall”

making eye contact with the ADHD student to let them know they are on track. Saving face is

very important for all children, especially those with low self-esteem and many students with

ADHD have low self-esteem (Clawson, 1992); (Jaffe-Gil, Dumke, Segal, de Benedictis,

Smith, & Sega, 2007).

Secret Signals

Having a secret signal between the child with ADHD and the teacher is an excellent

venue for sending a message without disrupting the learning of others. This researcher

used proximity with two taps on the chair leg. If a child felt two taps on the chair leg

with the teacher’s foot, this was a signal to stop the current behavior. The teacher

could continue to teach without anyone else in the class knowing that the teacher

was in essence saying “Stop”.

Many teachers have used Carol Burnett’s ear wiggle, a coach’s time out signal, the

dreaded evil eye or a certain mark on the white board meaning stop. For instance, one

teacher would draw an asterisk on the board when she wanted a particular child to stop

the behavior. She could conference privately with the student later by pointing out

how many asterisks were on the white board.

Once again, the secret signals help the student with ADHD save face.


27



Described earlier in this booklet- work well with ADHD and LD students

Token Economy

Token Economy does not mean M&M’s and toys. Somewhere between behavior

modification and potty training, token economy was paired with toys and candy.

The pay-off for the token economy should match the function of the child’s

behavior. For example, if the function of the child’s behavior is to gain peer

attention, then the pay-off should be a job which gives the child peer attention.

If the function is to gain adult attention, then the pay-off for the token economy

should be time with a preferred adult doing a preferred activity. If the function of the behavior

is to escape work, then the payoff should be earning the answers to five of the homework

problems for the entire class (good public relations for the student) and what none of them

know is , you added 5 problems on to what you wanted them to do in the first place. It’s a win-

win situation. Here are some things you should not use for tokens and why:

Poker chips o Rubbing them together makes a most obnoxious noise o Encourages gambling (only kidding)

Gold Coins which are really chocolate o Tempted to eat the evidence o You’ll be tempted to eat the token when Friday hits

Marbles in a jar, Metal nuts on a bolt, rubber bands on the wrist o DUH o These can all be used as weapons (this researcher has witnessed educators using

them) Here is a true example of a token economy which paid off. Taylor was a seventh grade student with ADHD and Mild Intellectual Disabilities. Taylor’s teacher asked a behavior specialist to sit in her room and do an observation. During this time, the behavior specialist measured Taylor interrupting his teacher 63 times in 30 minutes. The behavior specialist asked the teacher a question, “Does Taylor have this behavior in his other classes?” She said, “I don’t know.” The behavior specialist went around and asked all the other teachers, “Does Taylor interrupt your class?” All the other teachers indicated Taylor was a very quiet student and Taylor was just barely hanging on to his grades. The behavior specialist went back and asked the teacher, “What is Taylor’s best subject?” The teacher indicated Math was probably his best subject because he made straight “A” grades. What the behavior specialist heard, which the teacher no longer heard was specifically what Taylor was saying when he was interrupting. The students were supposed to be working independently so the teacher could go around the room and help those that were struggling. Taylor was interrupting the class with comments like, “What number are you on? Be careful with that one, you have to multiply before you divide”; “What number are you on? Be sure to invert it before you cross multiply.” Taylor was trying to teach the other students where they would get “hung up” in the work. He was not giving out answers or taking the students off task. To the teacher though, it was just the Charlie Brown adult voice “Wuh, wuh, wuh, wuh.” The


28


noise had become water torture; which was wearing, but interpretable to someone who was not engaged in the war. The teacher and behavior specialist put Taylor on a token economy where he earned tickets for not interrupting class. Taylor’s mother assisted by helping him prepare one lesson each night which he could teach the next day using old teacher’s guides provided to her by the school. If Taylor earned 10 tickets, he got to teach the class a math lesson. Taylor stopped interrupting the class and earned teaching time each day. It was a win-win situation for the teacher and for Taylor. The students figured out Taylor would be a good person to call for Math homework help and Taylor used that time to gain homework help in his other classes. Taylor’s grades began to rise and ended up graduating from high school with a 3.5 grade point average. He earned a scholarship and is now attending college to be a teacher. Here’s what this concept looks like in a competing pathway chart (O'Neill, et.al., 1997) Competing Behavior Chart

Consequence Modifications

Teacher gives tickets for not interrupting.

Teacher watches for signal from Taylor that he has

earned 10 tickets.

Teacher compliments Taylor’s progress.

Desired Behavior:

Work without interrupting

Get social approval from

peers in socially

appropriate venues

Students

working quietly

on seat work

Taylor interrupts the

class with comments

about seat work

Taylor gets

attention

from peers

Antecedent

Target Behavior Maintaining Consequence

Antecedent and Setting Event

Modifications

Taylor excited about being able to

teach other students.

Mom worked with Taylor to practice

and prepare a lesson for class.

Teacher tells Taylor about new plan.

Replacement Behaviors

Taylor saves talking for teaching

students instead of interrupting

class during work time.


29


This would only work if Taylor were actually excited about teaching the class some math problems. His team determined his motivation and his mother’s willingness to participate in a team meeting with Taylor and his mother. If Taylor’s mother had been unable or unwilling to help him prepare a math lesson, the team was ready to pitch in and find a teacher who would help him first thing in the morning. Academics

Assignments Shortened

Auditory Cues

Kinesthetic Learning

Mnemonics

Visual Cues Assignments Shortened

One of the recommendations frequently given for children with ADHD and LD is to shorten their assignments or cut up their assignment into smaller portions. Having less work to do than their peers is one of the causes of low self-esteem. Therefore, this technique is much more manageable and less detrimental to self-esteem. Give all the students in the class a file folder to put their work inside. On the student with ADHD or LD’s file folder, make two horizontal cuts on the top half of the file folder. Teach the student to open the top third and work those problems.

Once complete, the teacher can walk by and grade that portion and give a thumb’s up or assist. Next, the student will do the middle section and finally the last section. This makes the assignment the same, but the student approaches the task in smaller portions with check points along the way.

Auditory Cues

A Song is a Wish Your Heart Makes Students with ADHD frequently visit other planets and forget to come back to Earth. Playing music which ends about two minutes before a transition is a great auditory cue. Train one of the students to say “two minute warning” when the music stops. Some great music to play is “Sixty Beats per Minute” by Gary Lamb. Sixty beats per minute is the heart rate for a resting heart. This is excellent music to play during times of stress. For Whom the Bell Tolls


30


Another choice is to ring a bell and say “Two minute warning” before any transition. Sometimes trainers of adults need to give a two minute warning. Reading When a child has difficulty reading, many times they will engage in a disruptive behavior to avoid having to read aloud. A technique which works well is to partner the student with a strong reader and have they each read a sentence or two and then the other read a sentence or two. Being able to follow along and hear someone else read in short spurts is a good learning tool.

Concept Maps A concept map is used in showing relationships between two or more objects. Drawing a concept map allows children to visualize how articles are related.

The representative model above indicates motion. Showing a complex set of interactions in this model allows the child to visualize the motion. Reading a complex description in a book would not allow the child to visualize the process.

Stomach

wall

Gastric

glands

Gastric

juice

Hydrochloric

Acid

Medium

Acidic Proteases

Proteins

Tiny

pieces of

food

Food

Peristaltic

Movement

Muscles


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KWL Charts: Using a poster or a bulletin board ask the “K&W” questions before beginning a lesson. Use the information to develop your lesson plans. After the unit is complete, solicit answers to the “L” section. Here are just a few of the items, which would be written for a unit on the state of Kansas.

Kansas K= what do we already know?

W= what do we want to know?

L= what did we learn?

(answers solicited from children)

Capital is Topeka.

Dorothy in the Wizard of Oz is from Kansas.

Kansas is flat.

Kansas is shaped like a rectangle.

(with a bite out of the corner)

There are lots of cows in Kansas.

There is a cowboy town there where Wyatt Earp is buried.

Farmers grow crops in Kansas.

(answers solicited from children)

More about cowboys in Kansas.

What is the state flower, bird, mammal, and insect?

What is a Jayhawk?

What is the tallest spot in Kansas?

What do farmers grow in Kansas?

What kind of cows do they have in Kansas?

What is Kansas famous for?

(after teaching- solicit answers from children)

Dodge City is the town where “boot hill” is and where Wyatt Earp is buried.

Wheat is a major crop.

Kansas produced a record 492.2 million bushels of wheat in 1997, enough to make 35.9 billion loaves of bread.

Pizza Huts started in Kansas

The highest spot in Kansas is on the campus of the University of Kansas in Lawrence.

The Geodetic Center of North America is about 40 miles south of Lebanon at Meade's Ranch. It is the beginning point of reference for land surveying in North America. When a surveyor checks a property line, he or she is checking the position of property in relation to Meade's Ranch in northwest Kansas.

Highlighting facts will allow the child with ADHD to know what to cue into. Ensure that the child with ADHD is allowed to add facts in all three sections. Kinesthetic Learning


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Whether you believe in right brain/left brain or not, it is easy to understand which whole body learning is beneficial for children who require an active schedule. Here are some ideas to have motion promotion.

Gatekeeper: This is a game which gets students up and moving and learning at the same

time. This could be done with any activity but here’s an example of an easy one: 1) Prepare sentence strips or 3 by 5 index cards with the names of animals on them. Make sure you have some which are two legged and some which are four legged. For the first few weeks, until the students understand the concept, the teacher will serve as the gatekeeper. All the students line up and the gatekeeper either lets the students through the gate or tells them they may not enter. Once the entire line has come up to the gate, the students have to guess what the common denominator was which allowed

some children to pass and some to stay. In this easy example, it was animals that had 4 legs. This could be done with prime numbers, American explorers, and factors of four, Confederate states and so on. It’s a nice way to keep the class moving and learning at the same time. Have a Ball: Take a plain rubber ball from a discount store and write questions on it with a permanent marker. For example: 4 x 4 = ____ or the capital of Kansas is_____. The students then toss the ball to each other and where their right thumb lands, is the question they are to answer. These balls can be created for any learning activity. Handwriting:

To practice spelling words or handwriting, have the student use a crayon or chalk and write their words on sandpaper. The student can then trace the word with their finger. You can also have a kitty litter box filled with damp sand and let the student use their finger, straw, chopstick, or other

utensil to write their spelling words or practice handwriting.

Magic Box This is a break activity to let the children have a short recess from long drill and memorization. The teacher pretends he or she has a magic box filled with many things. (This is an invisible box with invisible items inside.) The students are to guess what the teacher pulls out of the box based on his or her actions with that invisible object. Once the students understand the object of the game, they can be paired in groups of 2, 3, or 4 and each have a turn at going through the box. This activity is very good for breaking up a long stretch of sitting.

North South East West: In the corner of your classroom put an “A” in one corner, a “B” in the opposite corner and a “C” in another and “D” in the opposite corner. Read a question and


33


then tell the students: If you think the answer is “____________” go to corner “A”. If you think the answer is “_______________” go to corner “B” and so on until you have read all four possible answers. Make sure this is seen as a non-competitive game where no one feels bad for being in the wrong corner. Validate the answer they chose by saying, “I see how I could have fooled you because…” and offer an explanation for the student’s choices. Mnemonics Mnemonics are anything used to assist memory:

A string on the finger to remember to get cheese at the grocery store Every Good Boy Does Fine to remember the notes on a treble clef stave My Very Educated Mother Just Served Us Nine Pizzas for the order of the planets Spring Ahead and Fall Back for Daylight Savings Time 30 days hath September, April, June, and November… ROYGBIV for the order of the colors in a rainbow

Mnemonics are very useful for everyone. There is an entire website dedicated to mnemonics for med school students to help them with anatomy and other stressful memorization tasks. Here are a few which have been helpful for students with ADHD and learning disabilities: Color Coded Reading Color coding the more difficult words will help students read them. For example: The word receipt is hard to read unless it is color coded like this: (The r,c, & t are color coded yellow for the normal letter sound. The two “e’s” are green because they are long and say their name. The I and p are color coded red because they are silent.)

receipt Factoring Nines Hands displayed on the desk in the above manner. If the child is factoring 9 by 3 they would hold down the finger number three and see that the answer is 27 because there are two fingers


34


before the finger which is held down and 7 fingers after the finger which is held down. This will not help them learn their math facts- it makes it fun for them to play with and then they might learn to see the base ten system of Math.

Helping students see that math is based on a base 10 system really helps them understand math. Giving them a 100 square and letting them see the patterns of math for multiplication will help them.

How many of you remember the day you figured out Math was a base ten system? _________________

Michenbaum’s 5-Step Cognitive Learning Theory and Spelling

When this researcher taught an inclusion class every single student made an “A” on their

Friday spelling test. The students did not cheat. They learned the words because Michenbaum’s

Learning Theory was used to teach their spelling words. Brainstorm which words the students

might have trouble with and made up a mnemonic to help them. Here are just a couple

examples:

After mnemonics are created the students are taught in the following manner based on

Michenbaum’s 5-step Cognitive Learning Theory: For spelling practice the students can have a menu of choices: 1) Using the words in a story, 2) writing the words in a variety of kinesthetic substances, 3) creating art designs with each word, or the usual old fashioned rote writing of each word.

Michenbaum’s 5-step Cognitive Learning Theory:

– Step One: The teacher voices and demonstrates the concept

– Step Two: The teacher voices the concept while the students

demonstrate on individual boards

muscles M-U-S-C-L-E-S, muscles make the very best….biceps

(sung to the tune of Nestlé’s Chocolate)

there We go here and there. It’s a place.

their Prince Charles is their heir to the throne. It belongs to him.

friend I have a friend to the end.

sheriff She is riff and she is the sheriff (playing on this researcher’s last name)


35


– Step Three: The students voice and demonstrate the concept on

individual boards

– Step Four: The students whisper and demonstrate the concept on

individual boards

– Step Five: The students think and demonstrate the concept on paper

or boards.

Watches for Paying Attention:

Vibralite – One brand that is reasonable- Vibralite 3 runs from 39.99 to 69.99

http://tinyurl.com/vibralitewatch - Amazon link for many different outlets on

Vibralite3 Watches

Day of the

Week Step Procedure Example:

Monday One The teacher models the way to write

and spell the word at the board with the

students watching. The teacher tells

what he or she is thinking out loud so

the students can hear the connection

between the mnemonic and the word.

Singing M-U-S-C-L-E-S while

writing it. (see above)

Tuesday Two The teacher models the way to write

and spell the word at the board; while

the students imitate the process at their

seats using paper or small dry erase

boards.

Students and Teacher sing the

song together while they both

write the word : Muscles

Wednesday Three The students model by saying and

writing the steps to write the spelling

word while the teacher watches.

Students sing the song while

writing the word.

Thursday Four The students model by whispering and

writing the steps to write the spelling

word while the teacher watches.

Students whisper the song

while writing the word.

Friday-

final test

Five Students think the process while they

write the word

Students think the song while

writing the word.


http://tinyurl.com/vibralitewatch

36


These watches can be set at any time length interval. They automatically reset and vibrate on set

time to remind student or adult to perform behavior when reminded.

Bathmats cut up into tiny tools for impulsivity:

Purchased at Target (in store) or Bed, Bath, and Beyond

Bed, Bath, & Beyond- http://www.bedbathandbeyond.com/product.asp?SKU=17459651 tub

mat-

Amazon.com (type in “meadow grass mat”)

Fiddles

Sometimes teachers worry that fiddles will become toys. It is very important to help

the students see these as tools. Look around at the next faculty meeting. You will see

people using “tools” to help them focus on the speaker during the entire meeting.

Keep your fiddles in a “tool box”. You can use a fishing tackle box, Kaboodle,

sewing box, or a real tool box.

Organizational Skills

Use a luggage tag on a backpack to help a student remember what goes inside

the backpack. The student can use a water based marker to check-off each item

as it goes in their backpack. The cards inside the luggage tag can be color coded

for “A” and “B” schedules or day of the week schedules.

Help parents by asking them to put a milk crate or other container by the exit

door and have the student put everything that needs to go to school in that

container – the night before – instead of trying to find it in the morning. This will help them be

organized.


http://www.bedbathandbeyond.com/product.asp?SKU=17459651

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Autism:

Definition:

http://www.webmd.com/brain/autism/autism-spectrum-disorders WebMD definition

Carly Information:

Youtube video:

http://www.youtube.com/watch?v=U_GXVzZ0Unk (montage of several clips)

Carly’s Café:

http://www.youtube.com/watch?v=KmDGvquzn2k&feature=results_main

Carly’s Facebook Page:

https://www.facebook.com/carlysvoice

Carly’s Twitter Page:

https://twitter.com/#!/search/Carly%20Fleischmann

Asperger Syndrome:

http://www.wrongplanet.net/ Website for people with Asperger Syndrome and parents of

children with Asperger syndrome

Definitions of Asperger Syndrome:

http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002516/ Pub Med Health

The best interventions for autism and Asperger syndrome in the classroom are

video modeling or video self-modeling

This can be done with PowerPoint stories or with video- for examples – see

youtube.com- type in video self-modeling and look at www.behaviordoctor.org for

samples of PowerPoint relationship narratives.

These can be used to help with:

o Teaching routine

o Helping with transitions

o Teaching a new behavior

o Replacing a targeted behavior

o Entertainment


http://www.webmd.com/brain/autism/autism-spectrum-disorders

http://www.youtube.com/watch?v=U_GXVzZ0Unk

http://www.youtube.com/watch?v=KmDGvquzn2k&feature=results_main

https://www.facebook.com/carlysvoice

https://twitter.com/#!/search/Carly%20Fleischmann

http://www.wrongplanet.net/

http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002516/


38


o Teaching social skills

Writing Utensils:

Sometimes students with Asperger syndrome do not like the

sound made when the lead drags across the paper. They do like

the pencils from this company www.penagain.com - The pencils

have a little oil in the lead- the lead is thicker- the feel of the

pencil is comfortable. Many of my students call these pencils

their “magic pencils”.

The pencil is filled with number two lead, so you don’t have to

take the pencils away during criterion reference test time. The

company makes pens, pencils, highlighters, markers, etc. You can also find them

at Walgreens, Staples, Office Depot and other places that sell school supplies. The

pencils are refillable.

Lighting:

The glare of fluorescent lighting is a known predictor of behavior for some

students. At many of my schools, we have found the following panels to be quite

beneficial at decreasing frequent flyers for office discipline referrals:

www.huelight.net -


http://www.penagain.com/

http://www.huelight.net/

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Oppositional or Non-Compliant Behavior

We know from research that heart rates can reach as high as 147 beats per minute prior to an aggressive act, as early as 45-90 seconds prior to the aggressive act

(Freeman, R., Grzymala-Busse, J., Riffel, L., Schroeder, S. (2001) Analyzing the

Relation between Heart Rate, Problem Behavior, and Environmental Events Using Data Mining System LERS. CBMS 2001: 11-16)

We also know that retail establishments use music to modify our behavior:

o High end stores plays classical music because classical music makes you feel

richer

o Restaurants play faster paces music during their busy hours because you will eat

to match the music beat you are listening to- they will get more people in and out

in a shorter amount of time

Journal of Marketing, 54(4), 94-104

iman, R.E. (1986). "The Influence of Background Music on the Behavior of Restaurant

Patrons." Journal of Consumer Research, 13(2), 286-289.

Journal of

Broadcasting, 18(3), 361-367.

Behavior." Journal of Applied Psychology, 50(3), 255-256.

Behavior.” Journal of Consumer Marketing, 7(2), 55-63.

Using this same logic, we can use music to calm students with oppositional behavior:

60 beats per minute is the approximate resting heart rate

o http://www.nlm.nih.gov/medlineplus/ency/article/003399.htm

Looking at nature pictures is very calming

o http://frogsaregreen.com/tag/children-with-adhd-and-the-effects-of-nature/

Several studies are listed at the above website

Many aggressive behaviors occur within 5 minutes of a high energy transition

o We looked at SWIS data of 120 schools in Kansas and Oklahoma and considered

a high energy transition:

Elementary:

Coming back from:

o PE


http://www.informatik.uni-trier.de/~ley/db/conf/cbms/cbms2001.html#FreemanGRS01

http://www.nlm.nih.gov/medlineplus/ency/article/003399.htm

http://frogsaregreen.com/tag/children-with-adhd-and-the-effects-of-nature/

40


o Lunchroom/Breakfast

o Recess

o Beginning of the day transition

Secondary

o Class changing period

o Coming back from lunch

o Beginning of the day transition

o Coming back from an assembly

o Fluorescent lights exacerbate behaviors

http://www.myhealthytidbits.com/32/fluorescent-lights-are-not-

healthy/

http://suite101.com/article/student-success-includes-natural-lighting-

a138865

http://www.ncbi.nlm.nih.gov/pubmed/989489 (autism study &

fluorescent lights)

http://mosdefinitely.8.forumer.com/a/malillumination_post4664.html

What you can do in your school and classroom, for free:

1. Download any of the calming nature videos from the forms and tools section of

behaviordoctor.org

o www./behaviordoctor/video/naturemovie.wmv

o www./behaviordoctor/video/australianaturevideo.wmv

2. Turn out your lights during class changing time

3. Put a 60 watt bulb lamp in your room

4. Write a “Think about it question on the board”

5. Teach students to come into class and read “Think about it question and be ready to

answer when lights come on.” (Every Pupil Response , EPR)

6. Stand at the door to greet all students

Touch them with a high five or shake their hand

Use their name in a positive way

Make eye contact

Smile

After all the students are in the class and settled- turn off the video and music as a cue and then

turn on the lights as a cue for EPR. Have all the students answer the “Think about it question”

and begin your lesson.


http://www.myhealthytidbits.com/32/fluorescent-lights-are-not-healthy/

http://www.myhealthytidbits.com/32/fluorescent-lights-are-not-healthy/

http://suite101.com/article/student-success-includes-natural-lighting-a138865

http://suite101.com/article/student-success-includes-natural-lighting-a138865

http://www.ncbi.nlm.nih.gov/pubmed/989489

http://mosdefinitely.8.forumer.com/a/malillumination_post4664.html

http://www./behaviordoctor/video/naturemovie.wmv

http://www./behaviordoctor/video/australianaturevideo.wmv

41


Learning Disabilities:

http://www.youtube.com/watch?v=zhzh9kt8z7c

Great video on www.youtube.com from Dr. Rick LaVoie on processing. You can find the entire

Fat City video in most school district resource libraries.

Three stars and a wish:

Instead of marking all over a student’s paper, each teacher writes 3 things they did well and one

thing they need to work on. The students continue to rewrite the paper until they have a

completed project that is well written. This comes from John Morris (Haversham, England) and

has been written and studied by Oxford and Cambridge University. This raised reading and

writing scores more than any other intervention and John was just named educator of the year

in England (2012).

The Kansas Learning Strategies

http://www.kucrl.org/sim/strategies.shtml

Some of the great strategies taught through the Strategic Intervention Model:

Error monitoring strategies

First-letter mnemonic strategies

Focusing Together

Inference strategies

Learn strategies

Lincs vocabulary strategies

Paired associates strategies

Paragraph writing strategies

Paraphrasing and summarizing

Score Skills

Self-Advocacy

Self-questioning strategies

Taking Notes Together

Teamwork Strategies

Visual imagery strategies

Word identification strategies

Word mapping strategies

Assignment completion strategies

Build strategies for working together to solve controversial issues

Essay test-taking strategies

Following instructions

Inspect strategies

Organizing

Sentence writing strategies

Slant: a starter strategy for class participation

Strategic Math series

Strategic tutoring strategies

Talking together

Test-taking strategies

Theme writing strategies

Think strategy for cooperation thinking strategies


http://www.youtube.com/watch?v=zhzh9kt8z7c

http://www.youtube.com/

http://www.kucrl.org/sim/strategies.shtml

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I cannot say enough good things about the Strategic Intervention Model through KU-CRL. If

you can get trained – by all means sign up. Check out their website above.

3-2-8 Paragraph

For my dog TJ’s 11th birthday she went to Fleabuck’s1, Boneanza 2, and Barkin’

Robbins Ice Cream 3. At Fleabuck’s she had a nice bowl of iced water. She asked for a

sprig of mint in her water and splashed the mint so she had minty fresh breath. 1 We then

trotted over to Boneanza for a nice juicy T-bone steak. TJ loves to gnaw the bone so she

quickly ate the steak and took the bone home in a “doggie” bag. 2 We then went to Barkin’

Robbins for some ice cream as a birthday treat. TJ chose Backyard Bones Bubble Yum triple

dip ice cream in a cup for her birthday dessert. 3 TJ’s eleventh birthday was a real treat at

Fleabucks, Boneanza, and Barkin’ Robbins.

I’ve used 3-2-8 with high school students and I’ve used it in Kindergarten with parent

volunteers who served as secretaries as the students dictated the stories to them once a

week.

Function of Behavior:

Once you determine the Antecedent, Behavior and Consequence of a Behavior Chain- then you

plan a multi-modal plan:

Antecedent- what comes

Before the behavior

Behavior you want to

Target for change

Consequence- What comes

after the behavior occurs?


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Antecedent Modifications: What will you do prior to the behavior having a chance to take

place?

Replacement Behavior: What will you put in place of the targeted behavior?

Consequence Modification: What will you do different? How will you change your behavior

so you do not feed the targeted behavior and how will you reinforce the replacement behavior?


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Free tool that graphs all the information for you:

http://behaviordoctor.org/files/tools/dwnewfbadatatool97.xls

(This is the version for people who are using the old Microsoft Office- if you use the newer

Microsoft Office Excel program you can go to www.behaviordoctor.org- and go to forms and

tools and download a newer version )


http://behaviordoctor.org/files/tools/dwnewfbadatatool97.xls

http://www.behaviordoctor.org-/

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100 Free or Inexpensive Reinforcements for Individual Students

Elementary Level

1. Assist the custodian 2. Assist with morning announcements over the PA system 3. Be a helper in another classroom 4. Be featured on a photo recognition board 5. Be recognized during announcements 6. Be the first one in the lunch line 7. Be the leader of a class game 8. Be the line leader or the caboose 9. Be the scout (Person who goes ahead of class to tell the special teacher they are on the

way) 10. Be the teacher's helper for the day 11. Borrow the principal’s chair for the day 12. Buzz cut a design in an agreeable male’s head 13. Choose a book for the teacher to read aloud to the class 14. Choose any class job for the week 15. Choose music for the class to hear 16. Choose the game during physical education 17. Choose which homework problem the teacher will give the answer to for a freebie 18. Cut the principal’s tie off and have your picture featured on a bulletin board with the

neck part of the tie as the frame. Keep the tip for a souvenir. 19. Dance to favorite music in the classroom 20. Design a class/school bulletin board 21. Design and make a bulletin board 22. Do half of an assignment 23. Draw on the chalkboard 24. Draw on a small white board at desk 25. Draw pictures on the chalkboard while the teacher reads to the class (illustrating the

story being read) 26. Duct tape the principal to the wall during lunch or an assembly 27. Earn a free pass to a school event or game 28. Earn a gift certificate to the school store or book fair 29. Earn a pass to the zoo, aquarium, or museum 30. Earn a trophy, plaque, ribbon or certificate 31. Earn an item such as a Frisbee, hula hoop, jump rope, paddleball or sidewalk chalk,

which promote physical activity 32. Earn extra computer time 33. Earn extra credit 34. Earn free tutoring time from the teacher (spelling secrets, math secrets, writing secrets) 35. Earn play money to be used for privileges 36. Earn points for good behavior to “buy” unique reinforcements (e.g. Autographed items

with special meaning or lunch with the teacher) 37. Earn the privilege of emailing a parent at work telling of accomplishments


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38. Eat lunch outdoors with the class 39. Eat lunch with a teacher or principal 40. Eat lunch with an invited adult (grandparent, aunt, uncle) 41. Eat with a friend in the classroom (with the teacher) 42. Enjoy a positive visit with the principal 43. Enjoy class outdoors for the whole class 44. Enter a drawing for donated prizes among students who meet certain grade standards 45. Get “free choice” time at the end of the day 46. Get a “no homework” pass 47. Get a drink from the cold water fountain (There is always one fountain that is better) 48. Get a flash cards set printed from a computer 49. Get a video store or movie theatre coupon 50. Get extra art time 51. Go on a walking field trip (earn privilege for whole class) 52. Go to the library to select a book to read 53. Have a drawing lesson 54. Have a free serving of milk 55. Have a teacher read a special book to the entire class 56. Have an extra recess 57. Have teacher share a special skill (e.g. Sing) 58. Have the teacher make a positive phone call home 59. Help in a lower level class 60. Keep a stuffed animal at desk 61. Learn how to do something special on the computer- like graphics or adding sound 62. Learn how to draw something that looks hard, but with help is easy 63. Listen to music while working 64. Listen with a headset to a book on audiotape 65. Make deliveries to the office 66. Name put on scrolling marquee with a specific message “Emily Jones says smile and eat

your veggies.” 67. Operate the remote for a PowerPoint lesson 68. Pick a game at recess that everyone plays including the teacher 69. Play a computer game 70. Play a favorite game or puzzle 71. Read a book to the class 72. Read morning announcements 73. Read outdoors 74. Read to a younger class 75. Receive a “mystery pack” (gift-wrapped items such as a notepad, folder, puzzle, sports

cards, etc.) 76. Receive a 5-minute chat break at the end of the class or at the end of the day 77. Receive a note of recognition from the teacher or principal 78. Receive a plant, seeds and a pot for growing 79. Receive art supplies, coloring books, glitter, bookmarks, rulers, stencils, stamps, pens,

pencils, erasers and other school supplies 80. Receive verbal praise 81. Select a paperback book to take home to read from the teacher’s personal library 82. Sit at the teacher's desk for the day or a set amount of time 83. Sit next to the teacher during story time 84. Sit with a friend at lunch, assembly, etc.


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85. Take a free homework pass 86. Take a trip to the treasure box (non-food items such as water bottles, stickers, key

chains, temporary tattoos, yo-yo’s, bubbles, spider rings, charms and pencil toppers) 87. Take care of the class animal 88. Take class animal home for school vacation time 89. Take home a class game for a night 90. Teach the class a favorite game 91. Teach the class a math lesson 92. Use colored chalk 93. Use the teacher's chair 94. Walk with a teacher during lunch 95. Watch a video instead of recess 96. Work as the Principal apprentice for 20 minutes 97. Work in the lunchroom 98. Write with a marker for the day 99. Write with a special pen for the day 100. Write with a special pencil for the day


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60 Free or Inexpensive Reinforcements for Individual Students

Secondary Level

1. Adult volunteers to write a job recommendation for the student 2. All school party on the weekend with different venues for all interests: (students with zero

ODR’s get to come) Have parents sponsor and chaperone: a. Dance area b. Basketball area c. Game board area d. Conversation pit e. Graffiti wall (piece of sheetrock painted white with sharpies of various colors) f. Karaoke area g. Computer animation area

3. Assisting Coach for any sport 4. Assisting PTO to develop ways to reinforce teachers who go out of their way to help students 5. Chance to go to grade school and teach students about a topic of interest 6. Choosing to do a PowerPoint for the class on a particular subject of interest 7. Choosing what assignment the class does for homework 8. Designing theme for school dance, ice cream social, game night 9. Dress as the school mascot during a game 10. Earning the chance to be the water/towel person at a sporting event 11. Earning the chance to do stagecraft for any school performance (lights, stage design, props) 12. Earning the chance to scoreboard assist at a game 13. Eating lunch with a preferred adult 14. Free entrance to a dance 15. Free entrance to a football, basketball, etc. game 16. Free library pass to research a topic of interest 17. Getting a postcard in the mail telling parents what teachers admire most about their child 18. Getting to apprentice at one of the business partners with the school (grocery store, bank,

etc.) on the weekend. 19. Getting to buzz cut a design in the principal’s hair (custodian’s hair) 20. Getting to cut the principal’s tie off (use loop to frame student’s face on a bulletin board of

fame) 21. Getting to duct tape the principal to the wall 22. Getting to scoop food at the cafeteria for a lunch period (social opportunity) 23. Getting to shoot a video about the school’s expectations to show on CC TV 24. Hall pass to leave class 5 minutes early and go by the coldest water fountain 25. Help from an adult of choice on a class they are struggling with (Free tutoring) 26. Homework free night 27. Learning how to do something of interest on the computer (animation, graphics, CAD) 28. Learning how to play chess 29. Learning how to play sports even if they didn’t make the team 30. Learning how to run the light board or sound booth for a school performance 31. Let student make a bulletin board in the front hall highlighting an event of choice 32. Make the morning announcements 33. Office aid for a period 34. Opportunity to be part of a brainstorming adult team at the school


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35. Opportunity to eat lunch outdoors at a special table 36. Opportunity to eat lunch with a parent or grandparent at a special table 37. Opportunity to introduce the players over the PA during a home game 38. Opportunity to shadow business owner for a day- credit for writing about the experience 39. Opportunity to shadow the principal for an hour or the day 40. Opportunity to take care of lab animals in Science class 41. Opportunity to wear jeans instead of school uniform for a day 42. Principal grills hotdogs for students who have 0 tardies in the month & this student helps 43. Privilege of leaving book in class overnight instead of having to lug to locker 44. Privilege of seeing embarrassing photo of adult that no one else sees (Senior Portrait) 45. Reserved seating at a school play for student and five friends 46. Send home a postcard about positive things the student has done this week 47. Serve as a student ambassador if visitors come to the school 48. Serving as a “page” for a local politician for the day 49. Serving as a door greeter for a parent night at school with a badge of honor to wear 50. Singing karaoke during lunch (approved songs) 51. Sit at score table in basketball game 52. Sit in score box at a football game 53. Sitting in the teacher’s chair for the period 54. Special parking preference for a day 55. Special recognition at any school event- Guest DJ one song at dance etc. 56. Special seating at lunch table with friends 57. Student gets to pick which problem the teacher will make a freebie answer on homework 58. Student plans spirit week activity for one of the days (hat day, sunglasses etc.) 59. Teacher aid for class with students with special needs 60. Teaching students with special needs how to play a game


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Student Worksheets


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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100


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Three Stars and a Wish

Three things you did well this week and one thing you wish had gone different, or

one thing you wish you were better at and would like help…..


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Name: ________________________ Subject__________________________

Monday Tuesday Wednesday Thursday Friday

91-100%

81-90%

71-80%

61-70%

51-60%

41-50%

31-40%

21-30%

11-20%

0-10%

http://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses-

Achievement/dp/0415476186/ref=sr_1_2?ie=UTF8&qid=1342053115&sr=8-

2&keywords=hattie

John Hattie- Students measuring their own success-


http://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses-Achievement/dp/0415476186/ref=sr_1_2?ie=UTF8&qid=1342053115&sr=8-2&keywords=hattie



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My affirmations:

I am _________________________________________________________

I can ________________________________________________________

I will ________________________________________________________

My strength is __________________________________________________

I am successful in ________________________________________________

I radiate ______________________________________________________

Everything is ___________________________________________________

I have the means to ______________________________________________

Write positive statements on these and cut them apart or write them on 3 x 5 cards and put them up

on your bathroom mirror. Read them in the morning before you come to school.


Documents

Three-Tiered Support in Your Classroom By Laura …behaviordoctor.org/wp-content/uploads/2016/05/2015threetiered... · Three-Tiered Support in Your Classroom By Laura A. Riffel,