2015 Bbe

Building Behavioral Expertise in Your School
Sixth Edition- 2014-2015 School Term

Laura A. Riffel, Ph.D.
C
S
Causal Science Investigator
www.behaviordoctor.org
www.twitter.com/behaviordoctor
www.blogtalkradio.com/behaviordoctor
www.behavior-doctor.org
www.behavior-doctor.com
caughtyoubeinggood@gmail.com
1
Behavior Doctor Seminars
2014-2015
Copyright Page
ISBN 978-1-304-27604-9
This book is from Behavior Doctor Seminars
www.behaviordoctor.org
Laura A. Riffel, Ph.D.
caughtyoubeinggood@gmail.com
This book was developed to be used in conjunction with a six month seminar on Functional Behavior Assessment.
Three or more people from each school come once a month and learn about function of behavior and ways to collect
data and develop behavior intervention plans. Utilizing a free tool which graphs Antecedent, Behavior, and
Consequence Data on www.behaviordoctor.org, the teams will conduct five full FBAs and write effective Behavior
Intervention Plans on their students.
2
2014-2015
Chapter One
Writing a Behavioral Intervention Plan (BIP) based on a Functional Behavior
Assessment (FBA)
Positive Behavioral Interventions and Supports
If you are part of a school implementing Positive Behavioral Interventions and Supports
(PBIS), then you know there are definitely processes for the tertiary level of PBIS. This book is
geared to help you with the tertiary level of PBIS, specifically the issue of conducting functional
behavior assessments (FBAs) and turning them into quality behavioral intervention plans
(BIPs).
What particularly drew me towards PBIS was the notion of looking at behavior
differently. Instead of calling behavior the bad behavior or the problem behavior, we were told
to call it the target behavior. On first glance, this does not sound like much of a difference;
however, it is a huge mindset change. Instead of thinking bad kid or problem kid where can
we send this kid? The new wording makes us think of the behavior as what we are targeting to
get rid of and not the child. We love the child, it is just the behavior we would like to extinguish.
Much better use of words.
Your first assignment: Do not go back to your school and tell people who say bad
behavior or problem behavior they are wrong. Just repeat back to them, So, the behavior
you would like to target for change is _______________ (label the behavior in measurable
and observable terms). What will happen is, the staff will pick up your words and start to use
them without even realizing you have changed their mindset.
The other thing we like about PBIS is that it broadens the intervention from only one
approach-reducing challenging behavior to encompassing multiple approaches-changing
systems, altering environments, teaching replacement behaviors, and appreciating positive
behavior when it occurs, (Sugai & Horner, 2005). We will learn to build multi-modal designs
when we write our BIPs.
Typical Classroom Make-up
You do know what you will get in your classroom, unlike Forrest Gumps Box of chocolates:
Sensory Integration
ADHD
Other Health Impaired
Speech and Language Impaired
Specific Learning Disabilities
Hard of Hearing
Intellectual Disabilities
Emotional Behavior Disorders
16%
10%
2.2%
20.5%
20%
1.3%
11.6%
8.6%
90.2% of your classroom
This is based on a classroom of 25 students and data from the most current sources: Center for
Disease Control, LD online etc.
3
2014-2015
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 (Haydon, et al.)
6. When we want compliance in our students we should whisper in their right ear (Live Science)
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 on page 5
9. To Escape From- see chart on page 5
10. Your reaction determines whether a behavior will occur again. We have to change our behavior
(Alberto & Troutman).
Multi-modal plans:
We need to create a plan that is not based on just one intervention. It has to be effective.
We need to manage consequences to reinforce the desired behaviors and replacement skills we
teach to the student. We need to withhold reinforcement following the target behavior. We need
to use natural and least intrusive consequences that will address the function of the behavior.
What is Your Definition?
What is your definition of a functional behavior assessment? ________________________
The best definition we could find was from class notes from Dr. Doug Guess at the University of
Kansas:
FBA is a process for gathering information to understand the function or purpose of a
behavior in order to develop an effective intervention plan.
While this is a nice definition, it does not tell the reader how to conduct a quality FBA.
Because of this, there are states that use the same 20 question survey for every single student to
determine the function of a behavior and then they write a plan that sounds very similar for
every single student in the district. No two children are the same, so no two behavioral
intervention plans should sound the same.
4
2014-2015
First things first, we should probably define what we mean by function of behavior. The
function is the end result that maintains the behavior. It is the reason a behavior occurs in most
cases. Function is broken into two main categories:
Functions of Behavior
To Gain
Attention:
Peers
Adults
Access to preferred items or environmental
controls
Sensory Integration (Input)
To Escape
Work/Tasks/chores
People
Adults
Peers (Think bullying)
Pain
Emotional
Physical
Sensory (Overload)
Antecedents
Another word we need to define is antecedent. An antecedent is anything that occurs
prior to the exhibition of the behavior. This might occur right before the behavior, but it can also
be a slow trigger that occurs earlier in the day and manifests later. Antecedents can be contexts,
settings, situations or conditions. Here is a simple list of common antecedents:
Transition
Illness
Weather
condition
Task demand
Time of day
Day of week
Proximity
Smells
Subjects
Perceived
attention
Activities
Physical pain
Embarrassed
Tired
Changes in
schedule
Frustration
Presence of a
certain peer or
adult
Noises
Emotional upset
Hungry
Unfortunately, children do not wear signs that announce they are many of these things.
The behavior support team must meet prior to collecting data and they must discuss which of
these may be triggers and then define what that looks like for that particular child. Including the
parent on the behavior support team is imperative because they can be an integral member
alerting the staff to lack of sleep, not feeling well, or emotional upset that might be occurring.
Behavior
Frequently, when we are asked to assist with behavior change the staff tell us the
behaviors they want to target for change and they have a list of eight different behaviors for one
child. While we dont deny some children have eight behaviors in one day, it is impossible to
measure eight behaviors and still teach. We feel it is extremely important for the classroom
teacher to be the one collecting data, so we focus on one behavior at a time. We start with the
behavior of highest need or highest rate. We take care of that behavior and then what happens
is many other little behaviors disappear. We then take on the next biggest behavior.
We need to define the behavior in measurable and observable terms. We frequently hear
things like this:
5
2014-2015
Poor impulse control

Angry, hostile, and resentful
Not Paying Attention
Stubborn
We all have a different definition for each one of these depending upon our mood or
circumstance. We have to label the behaviors in a way that anyone collecting data in the room or
if eight teachers are collecting data throughout the day, we will all measure it the same way.
Here are some better examples:
Lying on the floor and refusing to move

High pitched screams
Hitting with fist
Kicking over chairs
Not beginning work within five minutes of task demand
Crying with tears streaming
Many times a child is engaging in tantrum behavior and the team will write tantrum. Once
again, what one person calls a tantrum another person might just call letting off steam. If we are
determining the function of a tantrum, we need to define it by very concrete measures. Here is
an example:
A tantrum includes at least three of the following behaviors occurring in conjunction

with each other:
o Lying on the floor and refusing to move
o Screaming loudly
o Throwing objects
o Hitting with fists
o Cursing
o Self-injurious behavior such as banging head on the floor
This makes the definition clearer for anyone to identify a real tantrum from a little fit.
Consequence
The next term we need to define is consequence. Typically people think of punishment
when they hear the word consequence. When we are thinking of consequences in terms of
function of behavior, we are thinking about what specifically is maintaining the behavior. Think
of it this way, your paycheck is a consequence of working. Having this paycheck is the
consequence that keeps you coming to work each day. Im sure there are a few of us who would
work for free, but for the most part, we are going for the paycheck because we need it to live.
The consequence is determined by the function. We have to ask ourselves what the child
is trying to get or what they are trying to avoid by having the behavior. We can guess all we want,
but until we collect the data all we are doing is guessing. We did an experiment in 2004. We
served 100 students with autism that year. Every referral that came in to the office, we had the
main referrer fill out a Problem Behavior Questionnaire (PBQ). We scored the PBQ and then
put it in a file sealed from the behavior specialist. The team then conducted a full FBA on the
student, put an intervention in place based on the function found in the FBA and kept the
intervention going until there was an 80% or better decrease from baseline. A few tweaks were
6
2014-2015
typically made in the intervention; however, the function of the behavior always remained the
same from the full FBA. After the case was closed by the behavior specialist, we pulled out the
PBQ and compared the function on the PBQ (which is someones opinion). The reliability
measure on the PBQ was 28%. This means the function determined from the PBQ or the
persons opinion of the behavior was only right 3 out of 10 times. If we put the wrong
intervention in place and we are not feeding the correct function, often the behavior exacerbates.
In many cases a full FBA is necessary to determine the real consequences feeding the behavior.
Behavior Support Team
The Behavior Support Team (BST) is the next term we need to define. The BST should
include the following people:
Parents
Teachers involved with the student
Educator with behavioral expertise
An administrative designee
Also, the team might include any of the following people:
Student themselves
Therapists
Community support (social workers, probation officers, after school care)
Transportation provider
Relatives
Support teachers
This team should be filled with people who genuinely are interested in a positive outcome for the
student. We have found more than 14 people in a room is counterproductive to finding results.
Often when there are more than 14 people, the focus is on admiring the problem rather than
finding a solution.
Steps for the First BST
Strengths
The BST should meet before any data are collected. The first step of the BST is to focus
on the students strengths and needs. We prefer the strengths are posted on a large poster, white
board or smart board and they are left up throughout the process. Here is a guide:
Skylars Strengths:
Social Strengths
Friendly
Academic Strengths
Begins work right away
Never absent
Nice handwriting
Nice smile
Brings back homework
Supportive family
Asks questions when unclear
7
2014-2015
We like to have blank forms lying on the table when everyone walks in the room. It is
also important to let everyone know the first thing you will be talking about are the students
strengths. Be sure to call the parents and have them bring a list of things they know their child
is good at performing. One person should be the recorder for the BST and they should write
everyones ideas on the Smartboard, whiteboard, or poster. Make sure all of these are positive
before they are written down.
Needs
The next step is to discuss needs. What does the student need? These can still be framed
positively if you focus on what the staff need to provide, not what the student needs to do.
Social Needs
Help in keeping friendships
Academic Needs
Help in comprehension for reading skills
Help in keeping negative opinions to himself
Help in calculations for multiplication skills

at the two digit by two digit level
Help in writing a paragraph that stays on
topic
Help in transitioning quietly from one subject
to the next
Help in taking constructive feedback

Help in inviting friends over to his house to
play
These strengths will help guide the team for antecedent modifications once the data are
collected.
Behaviors to Target
The next step is to focus on target behavior. While there may be more than one behavior,
it is a good idea to limit the target to the one the team thinks is the most disruptive to learning.
This behavior should be defined in measurable and observable terms and written down for
everyone. When we say blurting, this is what we mean: The teacher asks for a response and
tells the students to raise their hand and Skylar blurts out the answer before anyone gets a
chance to be called on; or, Skylar blurts out negative comments when other students answer the
question for the teacher.
Data Collection
The next step is to determine with the team who is going to collect data, what data they
will collect and how long they will collect the data. There are many different ways to collect
data.
Indirect method
Anecdotal notes
Surveys
Interviews
Direct method
8
2014-2015
Observational
Data collection
o ABC Data Collection
o Minute by Minute Data
o Frequency Data
o Duration Data
o Scatter Plot
o Interval Time Sample
How Much Data Should You Collect?

We used to require ten days of data collection. We realize this is a lot of data to expect
and no one ever said ten days was imperative. Here is the rationale: if a student is affected by
certain days of the week, then we want to have two examples of each day of the week. Just one
example of a day of the week might be an outlier. If we collect ten days of data, and one Monday
has 34 behaviors and the next Monday has three behaviors, we can collect one more Monday of
data to determine which day is the truth and which day is an outlier. If this is too daunting of a
task, then at least ten incidents of the behavior must be collected. Some students provide these
ten incidents in ten minutes. We do not recommend a ten minute data collection. Please collect
at least three to five days of data to determine the best function. The more data you collect the
better you will be able to see the patterns.
Which Data Form Will You Use?
High Frequency Behaviors. Suppose you have a student who interrupts the teacher 63 times
in 30 minutes. You would not want to collect data on antecedents, behaviors, and consequences
for each behavior. You will want to do a frequency count or an interval time sample and use
anecdotal notes to determine the triggers and consequences of the behavior. A minute-byminute sheet might be an effective tool which can be matched to the students schedule along
with anecdotal note
Low Frequency Behaviors. Sometimes a behavior occurs so infrequently, but is such high
intensity it is imperative to determine the function of the behavior. Heres an example: an adult
with autism, bi-polar condition, intellectual disabilities, and mild cerebral palsy would miss
work for two or three days every five to seven weeks. There did not seem to be a pattern to this
behavior, but he would refuse to eat, drink, or take his medication. He did not go to the
restroom either. After 24 hours, he had to be hospitalized for fluids and medications. This was
distressing to him and to his family. We took a years worth of data and observed it for patterns.
We laid it out on the table and tried to match it to things like: moon cycle, parents being in town,
caregivers being in town, sisters being in town and so on. There did not seem to be a pattern.
After staring at the data for some time, the team went over to the weather department and asked
them to run the barometric pressure for one year looking at day 1s barometric pressure average
and comparing it to day 2 and so on from day to day. Barometric pressure is measured in inches
so one day it might be 28.32 and the next day it might be 27.45. We had no idea if anything
would pan out, but it seemed like the only other idea we had at the time. When we laid out the
data, we found if there was a certain inch change in the barometric pressure from day to day
then the adult client would start a downward spiral in his lock-down behavior. Please dont take
from this that it has to do with barometric pressure for every child or that it even has to do with
a certain inch change in barometric pressure. We worked with a seven year old child with
Asperger syndrome and bi-polar condition and he was manic on high barometric pressure days
9
2014-2015
and depressed on low barometric pressure days and if the barometric pressure stayed pretty
even for several days, he stayed pretty even keel for those days. What we think is that it is as
individualized as the children we work with on a daily basis.
Disruptive Behaviors. For most disruptive behaviors, you will want to collect antecedent,
behavior and consequence data using the ABC form. You will be taught how to use the FBA Data
Tool from Behavior Doctor Seminars in this training.
Aggressive Behaviors. If someone is getting hurt either themselves or others, then a crisis
plan needs to be put in place prior to any data collection.
Samples of all the data tools begin on pages 37-45.
Lets Do a Sample and Then We Will Come Back to Learning More
Meet Scout
Scout is a sixth grade student in a K-6 grade school. She is with the same teacher all day
and in a class of 25 students. The school has 476 students and is a neighborhood school. She has
not been retained and is a young student in the class compared to her peers. Her older sisters
are both in high school and are very athletic and popular with many friends. Scout tends to hang
out with the sisters friends and rarely has friends her own age over to the house.
Strengths and Needs
Social Strengths
Comfortable
talking in
front of the
whole class
Great
supportive
family
Vocabulary is
advanced for
her age
Academic Strengths
Scout is very
visual and
can draw
pictures
better than
anyone in the
class
Scout always
turns in her
work
Scout has
neat cursive
handwriting
Social Needs
Scout is very
comfortable
with adults
but needs to
make friends
with peers
Scout needs
help with
transitions
Scout needs
to keep hands
and feet to
self
Academic Needs
Scout needs
help with
reading
comprehension
Scout needs
help with
reading fluency
Scout needs
help in
learning to ask
for help
Scout is a sixth grade student with mild intellectual disabilities. Scout has two siblings who
attend the nearby high school. Scouts mother works full time and father frequently travels. He
leaves on Sunday evening and returns on Friday afternoon.
Scouts behaviors at school are disruptive outbursts, physical aggression, and throwing objects.
Mom reports Scout is disorganized at home and leaves her stuff laying all over the house. Mom
says she is so disorganized they have three or four fights every morning. She says she has to
drive Scout to school because she would make the whole bus late if they waited on Scout. Mom
says Scout eats everything in sight when she gets home from school and fights with her sisters
until her Mom gets home in the evening.
10
2014-2015
Scout is included in the regular classroom with support provided by a co-teaching special
education teacher who works with the regular classroom teacher.
Behaviors
We defined Scouts behaviors as follows:
Throwing objects means a
physical object leaves Scouts
hands with purpose and
lands at least 12 inches from
her body
Disruptive outburst means a

loud verbal sound or word
that comes from Scout and
disturbs the learning
environment
Physical aggression means

any part of Scouts body
comes in contact with
another person with force
(We would have labeled this
horseplay because her
physical contact was the
Volkswagen Slug Bug tap)
Data
We collected ten days of data because we suspected the day of the week had something to
do with her behaviors. We also decided to collect ABC data (Antecedent, Behavior and
Consequence data using the FBA Data Tool).
The FBA Data Tool can be downloaded at on www.behaviordoctor.org go to training and then
material download- click the link and scroll down to data collection tools.
The team downloaded the tool and chose to enter Scouts data by collecting on blank sheets after
they filled in all the categories:
11
2014-2015
12
2014-2015
Each person was given a copy of the blank data collection tool (regular classroom, special
education co-teacher, PE teacher, lunchroom assistants, recess duty teachers, Music teacher,
and Spanish teacher)
13
2014-2015
Ten days of data were collected and given to the special education teacher to enter into the FBA
Data Tool. Here are the ten days of sheets:
14
2014-2015
15
2014-2015
16
2014-2015
17
2014-2015
18
2014-2015
Please pair up with a small group and tabulate the data:
A. Total Days of Data:____________________

B. Total Incidents: ______________________
C. Average per day (b/a) __________________
D. Total number of minutes engaged in target behavior ____379 minutes_______
E. Average length of time for each behavior (D/B)_______________________
F. Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10
days) ____________________________________________________
19
2014-2015
Time of Day:
Go through all ten days of data and tally once for when the behavior started- not how long it lasted. For
instance: the behavior might have started at 8:49 and lasted till 9:15- but you would only make a tally in the
8:30-8:59 row. We are looking for trigger times. What time does behavior start?
8:30-8:59
9:00-9:29
9:30-9:59
10:00-10:29
10:30-10:59
11:00-11:29
11:30-11:59
12:00-12:29
12:30-12:59
1:00-1:29
1:30-1:59
2:00-2:29
2:30-2:59
3:00-3:30
Day of the Week

Go through the ten days and add the two Mondays together and divide by two
for an average- then complete all the days of the week in the same fashion.
Monday
Tuesday
Wednesday
Thursday
Friday
20
2014-2015
Now tally the contexts:

CONTEXT
Group time
LETTER
A
Individual time
Reading
Math
Spelling
Social studies
Science
Home room
Lunch
Outside
TALLY
RATIO
PERCENT
Tally the behaviors just to see if we have enough data and which behavior she is most likely to
engage:
Behavior
Throwing Objects
Disruptive
Outburst
Physical Aggression
letter Tallies of each

incident
A
Ratio of
Total
Percent of
Engagement
B
C
21
2014-2015
Next tally the antecedents:

ANTECEDENTS
Transition
LETTER
A
Choice given
Redirection
Instruction directive
New task
Routine task
Physical prompts
Teacher attention to
others
Told NO
Close proximity
Interaction with
others
TALLY
RATIO
PERCENT
22
2014-2015
Now we will look at antecedents paired with each behavior:

ANTECEDENTS
LETTER Throwing
objects
A
Transition
Choice given
Redirection
Instruction directive
New task
Routine task
Physical prompts
Teacher attention to
others
Told NO
Close proximity
Interaction with others
Disruptive
outbursts
Physical
aggression
23
2014-2015
Next we will do the same thing with consequences:

Consequences
LETTER Throwing
objects
A
Choice given
Redirection
Discussion
Personal space
given
Changed activity
Peer attention
Verbal reprimand
Physical prompt
Time out
Disruptive
outbursts
Physical
aggression
We also look at how effective each consequence was at stopping the behavior:
Consequences
LETTER Stopped Continued Intensified

A
B
C
Choice given
Redirection
Discussion
Personal space given
Changed activity
Peer attention
Verbal reprimand
Physical prompt
Time out
24
2014-2015
What patterns did you see for time of day?
What patterns did you see for day of week data?
What patterns did you see for which behaviors she used?
25
2014-2015
What patterns did you see for contexts paired with behaviors?
What patterns did you see for antecedents paired with behaviors?
When teacher attention is on others, child throws objects

When there is a transition, child has disruptive outburst
When a new task or instruction/directive is given, child shows physical aggression
26
2014-2015
What patterns did you see for consequences paired with behaviors?
When teacher attention is on others, child throws objects to get attention. Too small of sample.
When there is a transition, child has disruptive outburst to get attention (adult).
When a new task or instruction/directive is given, child shows physical aggression to escape
work. (This was from anecdotal notes- student didnt have to make up work after being put in
time out.
How well did the consequences work at stopping the behaviors?
Summary Statements:
Our next task is to determine a summary statement for each function. Since Scout has two
functions, we need to have three different summary statements. A summary statement is the
foundation for building the intervention plan.
When this happensthe child does .. to (get or get out) of .
When Scout has ___________, Scout has a disruptive outburst, to __________________.
When Scout has ____________, Scout shows physical aggression, to ________________.
27
2014-2015
So, if Scout were in your class what kind of modifications would you put in place?
Competing Pathway Chart: (ONeill & Horner, 2005)
What adult or peer behaviors

will reinforce this behavior in
the long term?
What is the goal behavior?
7
What event or setting
takes place prior to the
target behavior?
(Antecedent)

are reinforcing this behavior?
(Negative or positive
reinforcement)
(Consequences)
What behavior are you

targeting to change?
(Behavior)
Transitions
Adult attention
Disruptive outburst
1
What
settings/contexts/antecede
nts can you modify to make
proactive changes in the
environment to make the
target behavior
unnecessary?
What new behaviors

might you teach to the
student to replace the
current target behaviors?
How might you change

the adult behavior
regarding the original
target behavior and the
new replacement
behaviors?
28
2014-2015
New task
Horseplay
Escape work
29
2014-2015
Student Strengths:
Social
Academic
30
2014-2015
Student Needs:
Social
Academic
Chapter Two
31
2014-2015
We will enter your data into the FBA Data Tool today. Open up your FBA Data Tool on your
computer.
Click on Calendar and click on your first day of data- if the dates are wrong, it usually means
there is a problem in your input from the demographic information.
Click on your first day and enter all the data sheets for that day using the A,B,C,s collected
Click on calendar again and repeat until you have entered all your data. Once all your data have
been entered, hit SAVE.
Go back to the Table of Contents and hit Report
32
Students Name
Grade
and School
Behavior Doctor
Seminars
2014-2015
Your report for your student will pop up- you will be able to compare and contrast antecedents,
behaviors, consequences, contexts, time of day, day of the week, and effectiveness of
consequence from the graphing charts.
Using the information from your report start filling in your competing pathway charts for each
behavior.
33
2014-2015

the long term?

target behavior?
(Antecedent)
What
settings/contexts/antecedents
can you modify to make
target behavior unnecessary?

(Behavior)
What new behaviors


reinforcement)
(Consequences)

the adult behavior
new replacement
behaviors?
34
2014-2015
Competing Pathway Chart: ONeill & Horner, 2005

the long term?

target behavior?
(Antecedent)

reinforcement)
(Consequences)

(Behavior)
3
1
What
What new behaviors


the adult behavior
new replacement
behaviors?
35
2014-2015
Competing Pathway Chart: ONeill & Horner, 2005

the long term?

target behavior?
(Antecedent)

reinforcement)
(Consequences)

(Behavior)
3
1
What
What new behaviors


the adult behavior
new replacement
behaviors?
36
2014-2015
Chapter Three
Data Collection Tools
37
2014-2015
Behavior Count Description, Procedures, & Example

When the behavior that you are looking at can be easily counted Behavior Count may be the
best method to use, as it does not require too much effort and may not interfere with ongoing
activities. A behavior can be easily counted when:
The behavior has a clear beginning and end so that you can easily tell when the behavior
starts and when it ends, and
It does not happen at such a high rate that it is hard to keep track of.
There are several ways to keep track of behaviors as they occur: You can use a wrist counter;
put paperclips, pennies, or buttons in one pocket and move them to a different target pocket as
each behavior occurs; or make tally marks on a piece of paper. To obtain the total number of
times that the behavior occurred, at the end of your observation time, you would either look at
your wrist counter or add up the number of items in the target pocket, or the number of tally
marks. This form uses tally marks. However, you can choose a different method to keep track
of behaviors as they occur.
Examples of behaviors that you can measure by counting include leaving ones seat, raising ones
hand, yelling out an answer, asking to go to the bathroom, being late or being on time to class,
.
Procedures
At the meeting:
Write down the behavior that you will be looking for and its definition
If the team decides on an intervention (meetings 2 or 3), enter it in the box provided (p. 2)
After the meeting:
*
*
Every time that you are on the look out for the behavior:
Write down the date
Make a tally mark every time that the behavior occurs
At the end of your observation period, total the number of tally marks for that day (if
using a different method to keep track of behavior, enter the total in the Total column)
(This is what you graph)
Example
Behavior: Leaving seat during class time
Behavior Definition: Being at least one foot away from desk/seat during class, any time after
tardy bell rings. Includes times when has asked for permission to leave seat. See tally sheet on
next page.
38
2014-2015
Date
Tally every time that the behavior occurs
Total number of
times behavior
occurred
11/5
11/6
11/7
11/8
11/9
Behavior Duration Description, Procedures, & Example

If you are interested in measuring how long a behavior lasts you can do that by using the
Behavior Duration method. However, in order to do so, you need to make sure that the behavior
that you are looking at has a clear beginning and a clear ending so that you can tell exactly when
the behavior starts and when it finishes. You will also need some timing instrument such as a
wall clock, wristwatch, or stopwatch.
Examples of behaviors that you might want to measure the length of include crying, being out of
the classroom, being in a particular location of the classroom, .
Procedures
At the meeting:
* If the team decides on an intervention (meetings 2 or 3), enter it in the box provided (p. 2)
After the meeting:
*
*
*
Make sure that you have your timing instrument available prior to beginning your
observation
Each time that the behavior occurs:
Write down the date
Write down the time when the behavior began
Write down the time when the behavior stopped
Calculate the length of time that the behavior lasted and write it in minutes and/or
seconds (This is what you graph)
39
2014-2015
Example
Behavior: Working individually
Behavior Definition: Sitting at desk, with an assignment on the desk, looking at assignment, not
talking to peers. Once student looks up (not looking at assignment any more), the behavior has
stopped. If student begins talking to peers while looking at assignment, behavior has stopped.
Date
Enter time when the

behavior began
Enter time when

behavior stopped
Length of time that the

behavior lasted for
11/5
9:55 AM
10:06 AM
11 minutes
11/5
10:19 AM
10:28 AM
9 minutes
11/6
9:43 AM
9:51 AM
8 minutes
11/7
10:04 AM
10:19 AM
15 minutes
11/7
10:23 AM
10:33 AM
10 minutes
40
2014-2015
Minute by Minute Sheet

8:00
8:01
8:02
8:03
8:04
8:05
8:06
8:07
8:08
8:09
8:10
8:11
8:12
8:13
8:14
8:15
8:16
8:17
8:18
8:19
8:20
8:21
8:22
8:23
8:24
8:25
8:26
8:27
8:28
8:29
8:30
8:31
8:32
8:33
8:34
8:35
8:36
8:37
8:38
8:39
8:40
8:41
8:42
8:43
8:44
8:45
8:46
8:47
8:48
8:49
8:50
8:51
8:52
8:53
8:54
8:55
8:56
8:57
8:58
8:59
9:00
9:01
9:02
9:03
9:04
9:05
9:06
9:07
9:08
9:09
9:10
9:11
9:12
9:13
9:14
9:15
9:16
9:17
9:18
9:19
9:20
9:21
9:22
9:23
9:24
9:25
9:26
9:27
9:28
9:29
9:30
9:31
9:32
9:33
9:34
9:35
9:36
9:37
9:38
9:39
9:40
9:41
9:42
9:43
9:44
9:45
9:46
9:47
9:48
9:49
9:50
9:51
9:52
9:53
9:54
9:55
9:56
9:57
9:58
9:59
10:00
10:01
10:02
10:03
10:04
10:05
10:06
10:07
10:08
10:09
10:10
10:11
10:12
10:13
10:14
10:15
10:16
10:17
10:18
10:19
10:20
10:21
10:22
10:23
10:24
10:25
10:26
10:27
10:28
10:29
10:30
10:31
10:32
10:33
10:34
10:35
10:36
10:37
10:38
10:39
10:40
10:41
10:42
10:43
10:44
10:45
10:46
10:47
10:48
10:49
10:50
10:51
10:52
10:53
10:54
10:55
10:56
10:57
10:58
10:59
11:00
11:01
11:02
11:03
11:04
11:05
11:06
11:07
11:08
11:09
11:10
11:11
11:12
11:13
11:14
11:15
11:16
11:17
11:18
11:19
11:20
11:21
11:22
11:23
11:24
11:25
11:26
11:27
11:28
11:29
11:30
11:31
11:32
11:33
11:34
11:35
11:36
11:37
11:38
11:39
11:40
11:41
11:42
11:43
11:44
11:45
11:46
11:47
11:48
11:49
11:50
11:51
11:52
11:53
11:54
11:55
11:56
11:57
11:58
11:59
Date:______________________ Student:_______________
12:00
12:01
12:02
12:03
12:04
12:05
12:06
12:07
12:08
12:09
12:10
12:11
12:12
12:13
12:14
12:15
12:16
12:17
12:18
12:19
12:20
12:21
12:22
12:23
12:24
12:25
12:26
12:27
12:28
12:29
12:30
12:31
12:32
12:33
12:34
12:35
12:36
12:37
12:38
12:39
12:40
12:41
12:42
12:43
12:44
12:45
12:46
12:47
12:48
12:49
12:50
12:51
12:52
12:53
12:54
12:55
12:56
12:57
12:58
12:59
1:00
1:01
1:02
1:03
1:04
1:05
1:06
1:07
1:08
1:09
1:10
1:11
1:12
1:13
1:14
1:15
1:16
1:17
1:18
1:19
1:20
1:21
1:22
1:23
1:24
1:25
1:26
1:27
1:28
1:29
1:30
1:31
1:32
1:33
1:34
1:35
1:36
1:37
1:38
1:39
1:40
1:41
1:42
1:43
1:44
1:45
1:46
1:47
1:48
1:49
1:50
1:51
1:52
1:53
1:54
1:55
1:56
1:57
1:58
1:59
2:00
2:01
2:02
2:03
2:04
2:05
2:06
2:07
2:08
2:09
2:10
2:11
2:12
2:13
2:14
2:15
2:16
2:17
2:18
2:19
2:20
2:21
2:22
2:23
2:24
2:25
2:26
2:27
2:28
2:29
2:30
2:31
2:32
2:33
2:34
2:35
2:36
2:37
2:38
2:39
2:40
2:41
2:42
2:43
2:44
2:45
2:46
2:47
2:48
2:49
2:50
2:51
2:52
2:53
2:54
2:55
2:56
2:57
2:58
2:59
3:00
3:01
3:02
3:03
3:04
3:05
3:06
3:07
3:08
3:09
3:10
3:11
3:12
3:13
3:14
3:15
3:16
3:17
3:18
3:19
3:20
3:21
3:22
3:23
3:24
3:25
3:26
3:27
3:28
3:29
3:30
3:31
3:32
3:33
3:34
3:35
3:36
3:37
3:38
3:39
3:40
3:41
3:42
3:43
3:44
3:45
3:46
3:47
3:48
3:49
3:50
3:51
3:52
3:53
3:54
3:55
3:56
3:57
3:58
3:59
4:00
4:01
4:02
4:03
4:04
4:05
4:06
4:07
4:08
4:09
4:10
4:11
4:12
4:13
4:14
4:15
4:16
4:17
4:18
4:19
4:20
4:21
4:22
4:23
4:24
4:25
4:26
4:27
4:28
4:29
4:30
4:31
4:32
4:33
4:34
4:35
4:36
4:37
4:38
4:39
4:40
4:41
4:42
4:43
4:44
4:45
4:46
4:47
4:48
4:49
4:50
4:51
4:52
4:53
4:54
4:55
4:56
4:57
4:58
4:59
5:00
5:01
5:02
5:03
5:04
5:05
5:06
5:07
5:08
5:09
5:10
5:11
5:12
5:13
5:14
5:15
5:16
5:17
5:18
5:19
5:20
5:21
5:22
5:23
5:24
5:25
5:26
5:27
5:28
5:29
5:30
5:31
5:32
5:33
5:34
5:35
5:36
5:37
5:38
5:39
5:40
5:41
5:42
5:43
5:44
5:45
5:46
5:47
5:48
5:49
5:50
5:51
5:52
5:53
5:54
5:55
5:56
5:57
5:58
5:59
6:00
6:01
6:02
6:03
6:04
6:05
6:06
6:07
6:08
6:09
6:10
6:11
6:12
6:13
6:14
6:15
6:16
6:17
6:18
6:19
6:20
6:21
6:22
6:23
6:24
6:25
6:26
6:27
6:28
6:29
6:30
6:31
6:32
6:33
6:34
6:35
6:36
6:37
6:38
6:39
6:40
6:41
6:42
6:43
6:44
6:45
6:46
6:47
6:48
6:49
6:50
6:51
6:52
6:53
6:54
6:55
6:56
6:57
6:58
6:59
7:00
7:01
7:02
7:03
7:04
7:05
7:06
7:07
7:08
7:09
7:10
7:11
7:12
7:13
7:14
7:15
7:16
7:17
7:18
7:19
7:20
7:21
7:22
7:23
7:24
7:25
7:26
7:27
7:28
7:29
7:30
7:31
7:32
7:33
7:34
7:35
7:36
7:37
7:38
7:39
7:40
7:41
7:42
7:43
7:44
7:45
7:46
7:47
7:48
7:49
7:50
7:51
7:52
7:53
7:54
7:55
7:56
7:57
7:58
7:59
Codes: (b) = biting etc. __________- __________-_________
41
2014-2015
ON-TASK DATA SHEET

STUDENT:
PAGE: ____OF___
DATE:
SAMPLING: Partial interval system (15 seconds observation, followed by 5 seconds
recording time).
ACTIVITY:
START
TIME
END TIME:
INTERVAL
#
ON-TASK
OFF-TASK
NOT RATED
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
42
2014-2015
Daily Behavioral Frequency Sheet

Student:
Target Behavior:
Total
Non-Compliance (see definition)
Non-Compliance
Total
Time and Request/Activi
Compliance
Totals
43
2014-2015
Partial Interval Description, Procedures, & Example

When the behavior that you are looking at is not easily counted, you can measure the behavior
by counting the number of time-intervals in which the behavior occurred. A behavior is not
easily counted when:
It is difficult to tell exactly when the behavior begins or when it ends, or
It occurs at such a high rate that it is difficult to keep a count on it.
If this behavior happens so quickly that it is hard to catch (the behavior itself does not last for a
long time), you may use the Partial Interval method to measure this behavior: You can look to
see whether or not the behavior occurs at some point in each time interval. You should note that
you will need some timing instrument such as a wall clock, wristwatch, or stopwatch in order to
keep track of the time intervals.
Examples of behaviors that you can measure using Partial Interval include praising others,
making a particular comment, making a certain gesture, walking by a particular place, .
Procedures
At the meeting:
*
*
*
Write down how long you will be observing every time: Total Observation Time
Divide the total observation time into 10 same length intervals; write down the length of each interval
All intervals need to be the same length: Intervals can be from a few seconds long up to a few
minutes long (less than 11 minutes)
Note: Total observation time and length of intervals need to be the same each time that
you observe
If the team decides on an intervention (meetings 2 or 3), enter it in the box provided (p. 2)
After the meeting:
*
*
*
*
Enter the date of your observation

Make sure that you have your timing instrument available prior to beginning your observation
Keep an eye on your timing instrument to keep track of the intervals
During each time interval:
Look to see if the behavior occurs
Once the behavior occurs, place a checkmark () for that interval
If, at the end of the interval the behavior did not occur, place an X for that interval
At the end of your observation time, total the number of checkmarks (This is what you graph)
Example
Behavior: Saying something nice

Behavior Definition: Making a statement to a peer or a teacher during class time, in a pleasant tone,
which includes either praise or politeness, for example saying you did well or excuse me
Total Observation Time: 20 minutes
Length of each interval: 2 minutes
Date
11/5
or X
Interval #
5
6
X
10
Total times
behavior
occurred ()
44
2014-2015
Student Name: ______________________________

Date:___________________________________
ACTIVITY
PROMPTS
(Includes verbal or physical)
BREAKFAST
000000000000000000
HOME ROOM
000000000000000000
MATH/CLAIBORNE
000000000000000000
SPECIALS (
000000000000000000
MATH/CLAIBORNE
000000000000000000
LUNCH
000000000000000000
LANGUAGE ARTS
000000000000000000
SOCIAL
STUDIES/SCIENCE
000000000000000000
LEISURE
000000000000000000
GYM (AFTER SCHOOL

CARE)
000000000000000000
ACTIVITY:
000000000000000000
ACTIVITY:
000000000000000000
BEHAVIORS
A-Aggression
D-Destructive acts
I-Inappropriate
language
A-
D-
T
O
T
A
L
I-
45
2014-2015
Chapter Four- Interventions
46
2014-2015
Classroom Make-up
You do know what you will get in your classroom, unlike Forrest Gumps Box of chocolates:
Sensory Integration
ADHD
Other Health Impaired
Speech and Language Impaired
Specific Learning Disabilities
Hard of Hearing
Intellectual Disabilities
Emotional Behavior Disorders
16%
10%
2.2%
20.5%
20%
1.3%
11.6%
8.6%
90.2% of your classroom
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 (Haydon, et al.)
6. When we want compliance in our students we should whisper in their right ear (Live
Science)
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).
47
2014-2015
We have to have a plan. If we fail to plan- we plan to fail.
Touch-Use Name Positively-Make eye

contact- Smile
48
2014-2015
As we go through today, you will learn what these are and how to use them. You will then make
your own pyramid of interventions. (See page 123 for a blank hierarchy of interventions)
Notes:
Video on Speed Camera Lottery and/or Piano Stairs is at www.thefuntheory.com - We can make
it fun to have the correct behavior.
The item I showed you that made it fun to work out (for an adult) is called a fitbit. You can find
out more about it at www.fitbit.com
Put your YEAH BUT
away
And get out your
Picture from www.123rf.com
I can
Three examples to start us off:

Zoe
ZOE is a 10 year old child who constantly flips drivers off as the bus is going down the street. By
the time the bus gets to school the principal has received 10-13 phone calls.
Terry
The third grade table wreaks havoc in the lunchroom. The assistants have tried no talk tables
and yelling and seat assignments nothing is working and Terry isnt fazed by any of the
tactics and seems to be the ring leader.
Kim
Kim is a cusser. She uses cuss words like they were part of the English language. The teacher
has tried punishment, yelling, calling home and nothing seems to work.
49
2014-2015
ADHD Interventions
The ADHD test is available on http://www.youtube.com/watch?v=oCbrQp3MIwc
Great book on ADHD: The Gift of ADHD by Lara Honos Webb, Ph.D.
Proprioceptive Input:
Air filled cushions
https://store.schoolspecialty.com/OA_HTML/ibeCCtpItmDspRte.jsp?minisite=10206&
item=86918 (28.99)
http://www.walmart.com/ip/Gold-s-Gym-25cm-Pilates-Mini-Ball/15580739 (Pilates
Ball) (5.97)
http://www.walmart.com/ip/Maha-Fitness-Balance-Disc-Trainer/19516929 (Pilates
disk) (19.76)
http://www.isokineticsinc.com/category/balanceproductsconsumer/product/ac35?gclid
=CImp67jPlrgCFbTm7AodQxAAaw (13.00 (watch shipping)
http://www.amazon.com/Inch-Balance-Exercise-TrainingStability/dp/B001KOD92Q/ref=sr_1_9?ie=UTF8&qid=1372967921&sr=89&keywords=pilates+core+disc (12.49- watch shipping)
http://www.amazon.com/dp/B00AKKH5FS?psc=1 (12.97)
Other ideas:
Sew the cushion into the chair using yard of material

Have two desks for the student
Have a standing work station
Send them on an errand
Camping cushion
Garden kneeling pad
Stadium cushion
Bath time relaxing pillow
Kitchen cushion
Use a token economy with the payoff being proprioceptive input
o Using the teachers chair (rollers and a little padding)
o Sitting on a rocker glider stool
o Sitting at the teachers desk (big space to work)
o Sitting at the work table in the room (science table or reading table)
o Earning a fidget tool
o Sitting in a rocking chair
Proprioceptive Input for the feet:

Physical therapy banding between the two front legs of the chair
Physical therapy banding kitty corner from back to front of desk legs
Pantyhose leg stretched between two front chair legs
50
2014-2015
Pantyhose with cut off piece of pool noodle run through the middle before tied to chair
Allow students to take shoes off and wiggle toes- it reduces anxiety by 39%
Proprioceptive Input for fingers:
Shag carpet for bath cut into small squares

Artificial grass bathmat cut into small squares
Dusting cloth
Stress ball
Bendable toy
Putty, tacking, clay
Koosh ball
Velcro under the desk (one piece)
Bathtub applique under the desk (textured anti-slip kind)
Your Notes:
51
2014-2015
Learning Disabilities
F.A.T. City video available on http://www.youtube.com/watch?v=zhzh9kt8z7c (Rick LaVoie)
Assignment idea:
Take a file folder and cut two slits in the top half dividing it into thirds
o Teach the student to put the paper inside and open the top third and do that work
o Then open the middle flap and close the top flap and do that work
o Then open the final flap and close the middle flap and do that work
Three Stars and a Wish
By John Morris in Haversham, England (Ardleigh Green Junior School)
Teacher writes three things that are good about the paper
Teacher writes one thing she wishes the student would work on to improve the paper
Student rewrites the paper and then turns it in again for the same process.

By Monika Marcel in Houma, LA
Same idea- but it is graded by the purple paper eater (pretend monster). She grades it in a
purple pen for her three stars and a wish and then slimes the edge with a little purple glitter eye
shadow. The kids cant wait for the Purple Paper Eater to grade their papers.
There is a journal page to use the same philosophy in the workbook section on page 108.
Kansas Learning Strategies now called http://www.ku-crl.org/sim/ Strategic Instruction

Model (SIM)
Mnemonics to help kids:

PIRATES for test-taking etc. This link gives proper credit to the authorshttp://www.edgartownschool.org/uploads/files/nedine_cunningham/pirates.pdf
Brochure on all the strategies: http://www.ku-crl.org/sim/brochures/LSoverview.pdf
Writing Strategy:
3-2-8 Paragraph
First sentence has 3 ideas in it. Each one of those three ideas gets two sentences. The eighth
sentences wraps it up and restates the first sentence in a summarization.
Example:
52
2014-2015
For my dog TJs 11th birthday she went to Fleabucks1, Boneanza 2, and Barkin
Robbins Ice Cream 3.
At Fleabucks 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 TJs eleventh birthday was a real treat at Fleabucks, Boneanza, and
Barkin Robbins.
Ive used 3-2-8 with high school students and Ive used it in Kindergarten with parent
volunteers who served as secretaries as the students dictated the stories to them once a
week.
Writing Utensils:
For students who have difficulty grasping the pencil, I have found these
pencils and pens to be quite acceptable to them: (www.penagain.com).
Students with Autism who do not like the sound of lead dragging across
paper like these because it is a wider lead with some oil in it and it doesnt
make as loud of a sound. It is number two lead, so it is good for standardized
tests. They can be found at the website above, Staples, Wal-Mart, and
other office supply stores.
For students who tend to get so frustrated they break their pencils:
There is a company that makes totally bendable pencils. I cut them down into four pencils
instead of one really long one. Oriental Trading Company sells them for $5.95 a dozen
http://www.orientaltrading.com/neon-flexible-pencils-a2-5_968.fltr
For students who need to fidget while they think about their writing:
These are from http://www.amazon.com/Finger-Fidget-Pencils-Set4/dp/B006RO3P96 $17.97 for four of them.
53
2014-2015
For students who nervously chew while thinking about their writing:
Use refrigerator tubing attached to the end of the pencil. It is non-toxic (this is the water line
that brings water into the fridge) - cut off a two inch section and attached to the end of the
pencil. They can chew on the end of the pencil without ruining their teeth on the metal band.
This tubing is about 49cents a foot.
Notes:
54
2014-2015
Students with Oppositional or Non-Compliant Behavior

Heart rates
Students with aggressive behaviors tend to have a heart rate of 147 bpm on average just prior to
the aggressive act (45-90 seconds prior).
The resting heart rate is 60 bpm. Music set around 60 bpm can have a calming effect in the
classroom. Here are some places to figure out beats per minute:
www.tinyurl.com/tangerinebpm
www.beatunes.com
Websites with information on 60 bpm and lists of songs:
http://walk.jog.fm/popular-workout-songs?bpm=60
http://www.shortlist.com/entertainment/music/scientists-discover-most-relaxing-tune-ever
http://mp3bear.com/?q=songs+around+60+bpm
Staying in Frontal Cortex:

The trip to BS (Brain Stem)
Notice the similar structures
Pictures from
www.123rf.com
55
2014-2015
Cool Down Techniques:

Instead of saying Sit Down
Choices
The University of Michigan says offering two equal choices gives a 98% compliance rate. Pair
that with the research on right ear preference and the student is most likely to comply.
(http://hi.baidu.com/esler/blog/item/4727521cc29c8a8286d6b6ff.html)
Compassion
Handle all problems with compassion. Instead of saying, Why did you rip up that paper? Say,
I can totally understand why you felt like ripping up that paper. This will bring down the brick
wall that is ready to raise and then you can say, But, we cant allow students to behave in such a
manner and here is how you will make restitution for that action.
Social Autopsy
Rick LaVoie coined the term social autopsy in the 1990s. It did not catch on then as well as it
works now due to all the CSI shows. Every student knows what an autopsy is and they are
willing to do one on their behavior. The components are having the student write or draw the
following:
1.
2.
3.
4.
5.
Heres what was going on:

Heres what I did that caused a social error:
Heres what happened when I did that:
Heres what I should do to make things right:
Heres my plan for the next time I find myself in this situation:
The social autopsy is then laminated and put in a special folder. The student is reminded every
day at the time of day they tend to engage in target behaviors to look at their planning folder.
This works much better than a think sheet. There is a blank social autopsy in the back of this
book (Page 126).
PowerPoint
For younger students or students with low verbal skills, a PowerPoint social autopsy works
better. It will follow the same guidelines; however, the PowerPoint will have pictures of the
student engaging in each step of the process. There is a sample on www.behaviordoctor.org
Go to the training tab, click material download and then scroll down to relationship narratives.
Main Message: Build a Relationship with the Student First- Discipline Without a
Relationship Leads to Rebellion
56
2014-2015
Low Self-Esteem
When students are in kindergarten 80% of them have high self-esteem. When students are in
fifth grade 20% of them have high self-esteem. When students are in high school five percent of
them have high self-esteem (Canfield, 2009).
The Four Ps for Raising Self Esteem
Public Relations
Proficiency
Power
Philanthropy
There is a worksheet at the back of this book. We have implemented the Four Ps of Raising
Self-Esteem with over 1000 students in Kansas and Oklahoma and have yet to find a student
who did not respond. Our baseline was based on two factors: student grades and target
behavior. We wanted grades to go up and target behaviors to go down. We implemented the
Four Ps for one month and measured grades and target behaviors again. In each case, there
was a positive change in one or both of these factors. The key is consistency of implementing all
four quadrants of the Four Ps. (Worksheet on page 127)
Here is a PowerPoint on the Four Ps- Go to www.behaviordoctor.org click the training tab and
then scroll down to material download and scroll down to PowerPoints. The Four Ps
PowerPoint is there under Low Self-Esteem.
Voice Level
Many times, teachers are heard saying, Use your inside voice. Depending on your home, your
inside voice level might be much louder than what the teacher is intending. Consider a child who
lives in a home with 5 other children, they must talk louder to be heard. Consider a child who
attends a daycare with 50 other children versus a child who attends a babysitter with six other
children. Voice levels will be different depending on the context.
Use inches:
Pass out a ruler to each student. Have them practice in pairs talking in a 12 inch voice, 6 inch
voice, 3 inch voice, and zero inch voice. Use this philosophy on the bus and in the cafetoriums.
57
2014-2015
TIPP behavior in your favor:

Teach it
Imprint it by modeling it
Practice it
Praise it when you see it
Calming Music
Play 60 bpm music in your room paired with nature pictures or choose to play the nature
pictures only or the music only. Here are some free downloads: Go to www.behaviordoctor.org
and click on training and then material download. Then scroll down to calming videos.
Notes:
58
2014-2015
Autism Spectrum Disorders

The numbers are growing:
1950s 1- in 10,000
2013 1 in 50 (CDC- parent report)
Movie about Carly Fleischmann can be downloaded here:
http://www.youtube.com/watch?v=xMBzJleeOno
Just because I dont talk-Does not mean I dont have something to
say!!!
(Photo by Elizabeth Davenport)
Good Books:
Asperger:
the curious incident of the dog in the night-time by mark haddon
Look Me in the Eye by John Elder Robison
Be Different: Adventures of a Free-Range Aspergian with Practical Advice for
Aspergians, Misfits, Families & Teachers by John Elder Robison
Autism:
Born on a Blue Day: Inside the Mind of an Autistic Savant by Daniel Tammet
The Exceptional Life of Jay Turnbull: Disability and Dignity in America 1967-2009
By Rud Turnbull
Brains, Trains, and Video Games: Living the Autism Life by Alicia Hart, Brianne Bolin,
Ewan Nees and Tera Swang
Overstimulation
Think about all five senses. Imagine hearing the humming of the fluorescent light, the motor of
the overhead projector, the bees buzzing outside, someone scratching their skin, chair legs
scooting on the floor, and someone tapping their pencil all at the same volume and ten times
louder than a neuro-typical hears them. Many children with autism are hyper-acoustic. They
hear everything extremely loud and cannot cypher out what is important and what is not. For
an excellent take on what this feels like watch:
http://www.youtube.com/watch?v=KmDGvquzn2k You only have to watch 2 minutes of thisimagine what it is like 24 hours a day.
59
2014-2015
Noises:
Minimize- carpet on the floor helps

Tennis balls on bottom of chair and table legs
Seat the student away from the overhead projector for the Smartboard
Seat the student away from the door and hallway noise
Seat the student away from fluorescent lights above
Keep noise to a minimum
Lighting:
The flickering of the fluorescent lights can be a distraction. Consider writing a grant to
www.donorschoose.org and choosing the put in www.huelight.net panels. The panels are
about $20 apiece and all but stop the flicker from coming through.
Use lamps around the room with incandescent light bulbs and leave overhead lights off
Use natural light as much as possible
Smells:
If your classroom is near the cafeteria or the pool in the gym area, consider using a draft
dodger. You can make your own for a dollar. Get a pool noodle at the dollar store and
cut it in half. Slip it into an old pillow case which has been made narrower by sewing
down the middle and cutting off the extra half. Slide one pool noodle on each side of the
door. This will decrease the smells coming into your room.
Consider not wearing perfume. Even body lotion can bother students with sensory
integration issues. Students with Traumatic Brain Injury (TBI) can be highly sensitive to
smell and it can trigger a migraine headache.
Do not use plug in room deodorizers or spray room deodorizer
To eliminate dank musty smells, sprinkle baking soda on the carpet and then vacuum it
up
Textures:
If a child is acting uncomfortable, check out what they are wearing:

o Seams on socks
o Tags in the back of clothing
o Itchy material
o Seams in clothing
o Think about what they are sitting on
o Allow them to bring house slippers from home and take off their shoes and socks
in the room
o Talk to parents about comfortable clothing choices
Transitions
Anything that is a change is a transition. Changing classes, changing activities, changing people
can be a huge event for a child with autism if they are not prepared for the change. We used a
PowerPoint relationship narrative to help students and housemates with changes that were
coming each day.
60
2014-2015
For samples go to www.behaviordoctor.org. Click the training tab and then click material
download. Scroll down to Relationship Narratives for samples.
These can be developed with pictures of the student and recordings of the student. They can be
narrated and saved a PowerPoint shows .pps and then transferred onto a Palm Pilot or iPad or
iPhone for a student using a simple program called DataViz. You can download a free version of
DataViz here: https://www.dataviz.com/DTG_iphone.html
Remember to make one for students when they transition from one school to the next.
Notes:
61
2014-2015
Chapter Five:
Targeted Group Ideas
62
2014-2015
Tier Two Supports

Tier Two Supports are for the students for which universal supports are not enough to
engage them in appropriate behavior. Tier Two Supports would be employed first before going
to tertiary support.
When this happensthe child does .. to (get or get out) of .
Here are some examples:
When Lassie sees Timmy in the well, she barks, to get adult attention.
When Jimmy has a new task, he tears up his worksheet, to escape the work.
When Kramer feels hungry, he goes to Jerrys refrigerator, to get access to preferred
items.
When Sarah feel anxious, she gets up and walks around, to get sensory input.
When Sheldon has a change in schedule, he voices his disapproval loudly, to gain access
to his preferred schedule.
When Kami has a sinus infection, she is verbally aggressive, to escape people.
We do summary statements like this for tertiary positive behavior with the added bonus of data
collection, In the Tier Two phase, we may write the summary statement based on our best
guestimate of the function of the behavior.
We will then fill out a competing pathway chart with the summary statement in the middle of
the chart and develop interventions based on the perceived function of the behavior.
63
2014-2015
Competing Pathway Chart: (ONeill & Horner, 2005)

the long term?
7
target behavior?
(Antecedent)

reinforcement)
(Consequences)

(Behavior)
Transitions
Adult attention
Disruptive outburst
3
What
target behavior
unnecessary?
What new behaviors


the adult behavior
new replacement
behaviors?
64
2014-2015
New task
Horseplay
Escape work
65
2014-2015
Interventions for Behaviors

The following interventions are focused on the cause of the behavior.
Acupressure
http://tinyurl.com/accupressure4kids
For anxiety, stress, worrying- When students feel

their heart begin to race- here is a technique they
can be taught to help themselves self-regulate:
This slows down the heart rate and allows the

student to calm down and focus on what is
important.
Address Labels
http://tinyurl.com/templatelabelsave
ry
For disorganization, students who cannot copy from

a vertical plane to a horizontal plane, or students
with whom you are differentiating homework
assignments. Print out all homework assignments on
address labels and just give to students to put in
agenda book- this alleviates the problem of students
not writing it down and makes it imperceptible to
others that one students assignment is different.
3/15 Homework
Interview your parents on how they use
Math in their job- bring back four
sentences or more.
66
2014-2015
Affirmations
http://www.creativeaffirmations.com/positiveaffirmations-for-kids.html
For students with negative self-talk. Write ten

affirmations on the board each day and give students
2 or 3 post-it notes. Have them choose 2 or 3 per day
to take home and put on their mirror.
I do not own the rights to this picture. Taken from

google images.
Banking Reward System
http://www.handsonbanking.org/en/resources/
Kids_T_Guide.pdf
For students with apathy toward schoolwork.
*photo from Pinterest
I combined behavior, social studies, & math.
The students were paid for:

Good behavior, Good grades, Returning
items, Supplies etc.
The students were paid in the monetary system of
the country we were studying and had to convert to
US Dollars using current rates.
Each student had a checkbook- could purchase

rewards for self or whole class.
67
2014-2015
Behavior Specific Praise

http://www.mayinstitute.org/news/topic_cente
r.html?id=932
For disruptive outbursts (non aggressive)
means nothing. You

have to label appropriate behavior when you see it. I
spy someone sitting up straight and tall and really
paying attention. The more you do this- the more of
that you will see. When you say, Cut that out- you
are giving energy to the inappropriate behavior and
therefore you see more of it. Give your energy to
the positive behavior. Energy flows where attention
goes.
Blue Beanbag
http://tinyurl.com/targetbeanbagblue
(request through www.donorschoose.org )
Brain Gym
http://www.braingym.org/
For tantrums, anxiety, stress, verbal or physical

aggression. You might wonder why blue? In the
philosophy of Feng Shui, blue is a calming color. I
prefer a pleather beanbag for two reasons: 1) critter
resistance and 2) it is cool to the touch. Students
with anger issues, anxiety, stress, or aggression tend
to have increased heart rates which increases their
core body temperature. The bean bag is like a cool
hug. At the point of being upset, a child cannot be
hugged into good behavior. However, training them
when they arent upset to go to the blue beanbag
and do their breathing exercises will help them calm
themselves down.
For disorganization, anxiety, stress, sleepiness, and
impulsiveness. Brain Gym and the Alert program are
two programs that teach students how to rev up
their engines or slow their engines down. The
program also has activities for connecting the right
side of the brain with the left side of the brain and to
get the synapses flowing before a test. They are
great programs to use in the classroom.
https://www.alertprogram.com/
68
2014-2015
Cell Phones- How to Use Them
For disorganization, apathy, not paying attention,

lack of buy-in.
http://tinyurl.com/cellphoneastool
Why fight it? We have students who buy a cheap

phone to turn in at the front door and keep the good
one in their backpack. These students can text with
their hands in their pockets. Have students take
pictures of diagrams on the board and email them to
themselves to review before a test. Have students
take pictures of the homework assignment and email
it to themselves. Send them on scavenger hunts to
find right angles, a topic for writing, a picture to
write a story problem about etc. Use
www.polleverywhere.com the students will be
asked questions and they will text their answer to
the number you give them. A graph will appear on
the board showing how many students chose answer
A, B, C, or D. You can build this right into your
powerpoints when reviewing for a test. The link on
the left has a bunch of ideas for you.
Check-in/Check-out
Check-in/Check-out is a wonderful program that can

be used for anxiety, self-esteem, disorganization,
verbal outbursts, verbal aggression, physical
aggression (before it begins), and lack of ownership.
http://tinyurl.com/hawkencico
I really like the video produced by Dr. Leanne

Hawken the link is on the left. Its a great one to
show the entire staff and discuss which students
would benefit from using the system. Its geared for
tier two students- however, it would be useful for
those at risk students as well.
Chewing Gum
For anxiety, impulsivity, hyperacusis, and stress.
http://tinyurl.com/chewgum4focus
Chewing gum reduces anxiety
More socially acceptable than chewing

on pencils, shirts etc.
Oral activity is calming
Actually dulls background noise by activating the

Eustachian tube for students who find it hard to
focus in noisy classrooms.
Kids who chew gum during tests do 26% to 36%

better.
69
2014-2015
Class Helper
For self-esteem issues, impulsiveness, disruptions.
http://tinyurl.com/K8classhelper (K-8)
Class Meetings
http://tinyurl.com/classmeetings2
Giving the student a job to do in the classroom can

alleviate a bevy of behavioral woes. When students
have low self-esteem, a class job can help them feel
good about themselves. For students who are
impulsive, the proprioceptive input they get from
getting up and performing a task can help them
concentrate. Rerouting disruptions into an actual job
in the classroom (like announcing the page numbers)
can keep students who burp and blurt on track.
For self-esteem, disruptions, non-compliance, and
other issues that arise. I first learned about
classroom meetings from Vanderbilt University and
found them to be extremely advantageous. There
are great ways to incorporate core curriculum into
the morning meetings. You can also infuse classroom
review of rules, compliments, turn taking, handling
problems in a pro-social way. Here is the structure
of my morning meeting:
Compliments (each person gets 1

compliment) I start. I use a koosh ball. I
compliment someone. That person gets the
koosh ball and they compliment someone
else and the koosh ball gets tossed to that
person. It makes all the kids pay attention to
what is being said because they never know
who will be left when they get the koosh
ball. They pay attention to each other so
they can think of something to say. I also
taught them what a compliment was- it is
not something you see on the outside like
shoes, haircut etc. It is something inside like
kindness, politeness, patience- etc.
Then we handled what we were going to be
doing that day like an auditory and visual
schedule for the whole class.
Then we handled any issues which had
arisen in the problem box. I did not use
names- I would just say, It has been brought
to my attention that there is a problem on
the playground with xyz and not using
names I would describe the problem. The
70
2014-2015
students would vote on how they were going

to handle it and then they would all agree
that was how they would handle the
situation in the future.
We would check-in on previous issues and
see how they were going.
We would end with a celebration of success
from the day before.
The day would start.
Class Secretary
For students who have inattentiveness. Sometimes I

like to whisper to a student that I need to keep
myself facing forward. Would they mind being the
one to run the smartboard (dont worry- Ill tell you
what to press) or write on the board for me (dont
worry Ill tell you what to write). This keeps the
students busy and on task and helps the student pay
attention. Its not a punishment- kind of a privilegebut helps the student at the same time.
Classroom Locker (Keep Supplies in

Room/Home)
For disorganized students. Sometimes, we have

students who cant remember to take their books
home for homework or bring them back when they
do take them home. Rather than waste any class
time or letting that student lose class time- I sent
one book home to stay until the end of the year and
kept the other in the classroom (secondary). I know
people will say this isnt teaching them
organizational skills. The truth is- how is what you
are currently doing working out to keep the student
in class? Being in my class learning is the most
important goal- you dont get out of my class that
easy.
Clear the Room- Remove the Audience
When a student is having a tantrum and furniture is

flying- I have witnessed adults getting hurt trying to
transport the student down to the office. It is better
to take the rest of the class down to the library with
their work and to deal with the student tantrum in
the classroom. Transporting a child can hurt the child
or the adults. Once you get the student calm, the
student can walk with you to the office to work on a
social autopsy to help them figure out how to avoid
this in the future.
http://tinyurl.com/removeaudience
71
2014-2015
Crates by the back door
For students with disorganization. This is something

to share with parents. Show parents how they can
put a crate or basket by the back door. Ask the
parents to have their children load the crate or
basket the night before right before they go to bed.
This way, the student is not running around in the
morning trying to find their library book, tennis
shoes for PE etc.
http://tinyurl.com/targetcrates
Picture property of aimee-weaver.blogspot.comfrom Pinterest.

Dark Chocolate
For students with anxiety, attention deficit

hyperactive disorder (inattentive), and sleepiness.
http://tinyurl.com/darkchocolateisgo
od
Delete Bracelets
http://www.behaviordoctor.org/bullying.html
Research indicates a small piece of dark

chocolate boosts memory, alertness, and
concentration, and its special chemicals even
decrease anxiety.
They sell small bite size bars of dark chocolateespecially on test days- pass them out.
To remind students not to bully. These bracelets are
similar to the Lance Armstrong bracelets.
Weatherford High School invented them. They give
them to the students so they see it on their wrist
when they are typing. It reminds to students to not
post anything that isnt true, helpful, inspiring,
necessary or kind.
72
2014-2015
Think poster is from Pinterest- you can find one

there that suits your style. I do not own the
rights to the Think poster.
Desk Fairy/Locker Fairy

http://tinyurl.com/lockerfairynotes
Diversionary Tactics
http://tinyurl.com/divertbehavior
For disorganized students. Have the students draw a

map of what their desk or locker is supposed to look
like. Do spot checks and put a certificate in their
desk or locker when you catch it looking good. I call it
the desk fairy or the locker fairy and the fairy leaves
the students a school supply prize. (special pencils,
mechanical pencils, spiral notebooks, or erasers).
For disruptive students (blurts, off task, noncompliant). Help teachers see that using a
diversionary tactic is better than calling a student
down for inappropriate behavior. Using the students
name in a math story problem, asking the student to
do a task within the classroom, asking for an every
pupil response (EPR) will keep the student from
remaining off task.
73
2014-2015
Drinking Water
For sleepy students.
http://tinyurl.com/waterboostsgrade
s
Each One Save Five

http://tinyurl.com/mentoringinschool
Ear Wiggle
http://www.ask.com/question/why-did-carolburnett-tug-her-ear
http://tinyurl.com/curtaindress
Drinking water in school Students should be encouraged to carry

water bottles
Water hydrates the brain
Students who drink water:
improved their scores by up
to 10%
performed an average of 5%
better than students who did
not drink any water.
Its been law since 2010 that schools provide to
students more frequently.
For students with low self-esteem, students with any
behavioral or academic concerns, basically all the
students in the school should be part of this. Take
the total number of students in the school divided by
the total number of adults in the building (this is
counting secretaries, custodians, cafeteria workers).
That is your number. Each adult must make contact
with their 5-9 students (those are the averages Ive
found) once a week through:
Email to parent
Phone message on answering machine
Letter in their locker or desk
Note delivered to first hour class
Post card mailed home
Positive phone call home
High five in the hallway
For students with disruptive behaviors. Remember
Carol Burnett? Some of you are too young. Every
night at the end of her variety show, she would tug
on her ear. It was a secret signal between her and
her grandma to let her grandma know she was
alright. I used this technique to signal to students
what they needed to be doing. If I pulled on my ear,
it meant- whatever I say next is what I need you to
be doing. I would pull on my ear and then say- I spy
someone sitting up straight and tall and really paying
attention. This way the student saved face by not
being told to straighten up in front of their peers.
The students typically straightened up after that.
74
2014-2015
Eight Hours of Sleep

http://tinyurl.com/kidsneedsleep8
For students who are consistently tired: Share the

following with parents:
Equal Choices
http://tinyurl.com/equalmotivation
Family Game Night

http://tinyurl.com/planagamenight
Here are some guidelines:

1-3 years old 13-14 hrs a day
3-6 years old 10.5-12 hrs a day
7-1210-11 hrs a day
13-18 8 -9 hrs a day
These are from WebMD- Ask parents to do the
math and backtrack from the time they have to
get their children up in the morning.
Getting enough sleep decreases cortisol
in your blood
Behavior problems are linked to cortisol
levels
http://www.sciencedaily.com/re
leases/2011/02/110209124143.
htm
For students who are non-compliant. The National
Education Association, and many other researchers
have found that offering equal choices keeps
students in frontal cortex. A student is more likely to
comply if offered equal choices rather than a threat.
Instead of saying, Do this or lose your recess- a
teacher should have two math papers- they can even
be the same 20 problems (just in a different order).
Walk over to the students desk and say, You can do
this math paper or this math paper. It doesnt matter
to me which you choose. I know youll make a good
choice. Cant wait to see which one you do. The
teacher walks away and uses expected compliance
and the student over 90% of the time will choose
one and begin.
For students who are struggling academically. I
taught in a school with over 400 students and
typically when we had a parent night about 40-50
parents would show up and it was always the same
40-50 parents. We wrote a small grant and ordered
tag board, markers, stickers, laminating film, dice,
game markers etc. We made some templates for
game boards and set up make-it/take-it centers for
the families to come and make a game board. Each
family would work together to color and decorate
their game board. After getting their decorated game
board laminated, each family was given game cards
75
2014-2015
in accordance with the grade levels in their home.

This way if they played the game as a family, the
second grade student would hear advanced
questions for the fourth grader and the fourth grader
would hear review questions from the second
grader. We had over 400 parents show up for this
activity.
Feng Shui Research
http://tinyurl.com/funkswayinclass
Fidget Tools
http://tinyurl.com/fidgets4all
New Fidget Tool from an Oklahoma

Educator:
http://www.fiddlefocus.com/
Finding the Gift of Every Disability (No

Excuses)
http://tinyurl.com/giftofadhd
http://www.dyslexia.com/
If the classroom seems stressed as a whole. The

book link to the left is a great book that describes
how to use feng shui in the classroom. This is a very
researched science and is used by big businesses to
increase productivity. It is worth checking out for the
classroom.
For students with impulse control issues, sensory
needs, or inattentiveness. Fidgeting increases
retention by 39%.
National Institute of Health, 2013
Roland Rotz, Ph.D., Sarah D. Wright
Doing two things at once, it turns out, can actually
help students focus on a primary task.
The task should engage a sense other
than what is required for the primary
task- (listening to music, rubbing Velcro,
holding a koosh ball etc.)
These secondary tasks are called fidgets mindless
activities kids can do while working on the primary
task.
Soft
Quiet
One handed
Tool not toy
For self-esteem issues. Sometimes when students
have behaviors they will say, I cant help it. I have
ADHD, Autism etc. I always say- every disability
comes with a gift. Lets figure out how to use your
gifts. The books on the left are a great start for you.
http://thegiftsofautism.com/
http://tinyurl.com/encouragingodd
76
2014-2015
First/Then (Now/Then)
http://tinyurl.com/firstthenvisualsch
edule
For students who throw tantrums because they want

a preferred activity rather than a non-preferred
activity. This is a simplified visual schedule.
I do not own the rights to these pictures. They are

from Pinterest.
Flip Cards and Why They Are Bad

http://behavior-doctor.com/2013/08/05/repostof-flip-charts-and-why-i-hate-them/
Flipped Classroom
http://tinyurl.com/flipoveryourclass
To control behavior in the classroom, many teachers

have resorted to flip charts. The students start on
green and are moved to yellow and red. Once the
student is on red, they lose a privilege. Ive only seen
this in elementary schools. It is against the law to
post an F paper up on the wall of the school;
therefore, why would it be appropriate to post F
behavior up on the wall for everyone to see. I believe
it is a violation of FERPA. The Family Educational
Rights and Privacy Act (FERPA) (20 U.S.C. 1232g; 34
CFR Part 99) is a Federal law that protects the privacy
of student education records. The law applies to all
schools that receive funds under an applicable
program of the U.S. Department of Education.
For students who wont do homework. I actually

dont believe in homework and have studied why its
not the right thing- however, if you must do
homework, I would like to see you doing the flipped
classroom. The video on the left shows you how it is
done.
By Alfie Kohn:
77
2014-2015
There is no evidence to demonstrate that homework

benefits students below high school age. Even if you
regard standardized test results as a useful measure
(which I dont), more homework isnt correlated with
higher scores for children in elementary school. The
only effect that does show up is less positive
attitudes on the part of kids who get more
assignments.
In high school, some studies do find a relationship
between homework and test scores, but it tends to
be small. More important, theres no reason to think
that higher achievement is caused by the homework.
No study has ever confirmed the widely accepted
assumption that homework yields nonacademic
benefitsself-discipline, independence,
perseverance, or better time-management skillsfor
students of any age. The idea that homework builds
character or improves study skills is basically a myth.
Four Ps for Raising Self-Esteem (Power,
Proficiency, Public Relations,
Philanthropy)
Go to www.behaviordoctor.org and click on
training- then click on material download and
scroll to PowerPoints. This PowerPoint is called
Low Self-Esteem.
For students with low self-esteem. When children

are 6 years old 80% of them have high self-esteem.
When children are 10 years old 20% of them have
high self-esteem. By the time those same children
get to high school only 5% of them have high selfesteem (Campbell, 2009). I have found by
implementing the Four Ps for raising self-esteem we
have been able to raise academic grades and
decrease disruptions in one months time. The four
Ps are:
Games and Why They Are Your Friend

http://tinyurl.com/realityisbrokenga
mes
Public Relations- how can we make this child

look good in front of their peers.
Proficiency- what skills are they lacking
academically and behaviorally?
Power- what can we teach the student to do
to have power over their emotions?
Philanthropy- its very hard to feel bad about
yourself when you are helping someone else.
For students who do not seem to pay attention, join
in participation, or work independently. Playing
games in the classroom is an excellent way to hook
them on learning. There are literally hundreds of
beautiful game templates. If you type in a google
78
2014-2015

scroll to Games for links to pages with premade
games.
search games + powerpoint template the links will

pop up. All you have to do is put in the question and
answers and you can soon be playing Are You
Smarter Than a Fifth Grader?, Who Wants To Be A
Millionaire?, Jeopardy and many more. The
students will begging to play more and what they
wont know is they are learning. Read some of the
research on why games are so addictive in the book
to the left.
Good Breakfast (Eggs and Oatmeal)
To increase test scores. Right before the high stakes

tests- send home this information to parents.
Breakfast is so important and what the students eat
is even more important.
http://tinyurl.com/eggsbrainfood
http://tinyurl.com/oatmealbrainfood
Group Contingency/Group Reward

http://tinyurl.com/kuspedconnection
s
When we are playing a good game- when

were tackling unnecessary obstacles- we are
actively moving ourselves toward the
positive end of the emotional spectrum.
Compared with games, reality is too easy.
Games challenge us with voluntary obstacles
and help us put our personal strengths to
better use.
Failure is fun. Games eliminate our fear of
failure and improve our chances for success.
Being really good at something is less fun
than being not quite good enough-yet.
Ten minutes of non-violent games quickens
your thought processes. This lets you make
decisions and see connections faster.
Bonus:
These games distract you from anxieties; which
hampers quick thinking.
Dont skip breakfast. Students who eat breakfast

score higher on tests and report less test-related
anxiety. Best bets? Eggs for brain-boosting choline,
and oatmeal for a calming increase in serotonin
levels.
To decrease disruptions, non-compliance, and
inattentiveness pit the students against you in a
group contingency
79
2014-2015
-group reward. If we get Mr. Potato Head put together

by the end of class today, I will have to give you five free
answers to todays assignment.
Each classroom should have three levels going at all
times:
Daily- like Mr. Potato Head

Weekly- like links on a chain touching the
floor
Monthly- like marbles in a jar.
The students should have many different ways to winthe longer it takes- the higher the prize.
Group vs. Group Contingency/Group
Reward
http://165.139.150.129/intervention/Group.pdf
To decrease disruptions, non-compliance, and

inattentiveness pit the students against each other
in a group vs group contingency reward. For
instance, the group in the lunchroom that gets the
most popsicle sticks in their library pocket gets to
choose what four teachers and what song they will
perform to on Friday.
Heres another example: If the red team wins today,

they get to choose what 5 questions I give the
answers to- if the green team wins today they get to
choose what 5 questions I give the answers to.
Surprisingly, they will work for it.
Hairy Eyeball
http://tinyurl.com/hairyeyeballs
Hokey Pokey Clinic

http://tinyurl.com/leftfootin
For minor disruptions and non-compliance. The

problem with this one is some teachers dont realize
who they can do it with and who they should not use
this with. Some students when they see the hairy
eyeball will straighten right up and others when
viewing the hairy eyeball turn into those are fighting
words and we are going to the mat. We need to
keep in mind which students this works for and
which they dont.
For verbal and physical aggression. This cannot be
taught when the student is drunk on emotion.
Teachers have to teach it and model it when the
student is in control of their body. The Hokey Pokey
Clinic is a place to go to turn yourself around. This is
80
2014-2015
an area with a purple bulletin board with nature

pictures and a blue wall (if you follow feng shui). The
blue bean bag is in this area. Sixty beats per minute
(BPM) music is playing on headphones or very softly
for the entire room. The student will be given a
Kleenex box (empty) with 20 fuzzy pompons. The
student is taught to breathe-in-2-3-4 and breatheout-2-3-4. (Tongue behind two front teeth and
mouth closed). Breathing in and out through the
nose. The student is to repeat this 10 in and 10 out
by dropping a pompon in the box for each part of the
cycle. This brings oxygen to the frontal cortex instead
of the brain stem. Students are praised and given a
token when they use this instead of getting upset. I
like for the teacher to model it as well. Pretend
he/she is upset about something like the computer
not working correctly and go over and sit in the bean
bag and breathe counting each cycle of breathing
by dropping the pompons into the Kleenex box.
Homeworkopoly
http://tinyurl.com/templatehomewor
kopoly
Hula Hoop
http://tinyurl.com/personalspacecam
pbook
Ice Cube Break
If you believe in homework and have students who

do not comply by completing their homework here
is a game you can play in your classroom. A lady
made this game board and all the pieces and cards
that you can download for free. It is a group
contingency- group reward for the classroom.
For students who do not understand personal

space. I like to use hula-hoops to teach them about
personal space. The smaller ones from the dollar
store are best. There is also a great book called
Personal Space Camp.
For students who lose their temper. I give each of
them one plastic ice cube with the word break
written on it with a permanent marker. They are
allowed to use it once per day. This is a hallway pass
and the student is allowed to walk up and down the
hallway 3 trips to calm themselves down before
returning to class.
81
2014-2015
Ignoring
http://tinyurl.com/ignorethemandthe
ywillgoaway
Jen Ratio (3x5 card, beads on lanyard,

bracelet, paperclips in pockets)
http://tinyurl.com/jenratio
For minor disruptions in the classroom. Ignoring minor

behaviors actually teaches the student they cannot get
attention by having those behaviors and they will go
away. This works if the function of the behavior is
teacher attention. The minute the student is doing
something right- give them tons of attention. The minute
they engage in inappropriate behavior go back to
ignoring. The longer you have been giving the behavior
air time- the longer it will take the ignoring to work.
For students who are negative, make negative
comments, or are engaging in minor non-compliance.
Jen ratio is actually counting the number of positives
(numerator) to the number of negatives (denominator).
The number of positives should outweigh the negatives
by 4 to 1 at least. Eventually, move your Jen Ratio to 8 to
1.
Get a 3x5 card and put the date on it. Make tears on the
long side every time you give a positive compliment and
tears on the short side every time you get after the
students. At the end of the day figure up how many
positives to how many negatives you have.
Lights
www.huelight.net
For students who are impulsive, have sensory overload,

or attention deficit hyperactivity disorder.
Do fluorescent lights trigger migraines?

http://well.blogs.nytimes.com/2010/09/02/dofluorescent-lights-triggermigraines/?_php=true&_type=blogs&_r=0
Do fluorescent lights cause stress? (hence

behavior)
http://skeptics.stackexchange.com/questions/7
510/do-fluorescent-lights-cause-stress
The huelight panels have been known to decrease stress

related behaviors. Heres an excerpt from a principal
who has them in every light in her school.
I have spoken directly to a parent who had a child with
vision problems (convergence disorder) and she shared
what the panels did for her child was eliminate the need
for color overlays which he had had to use to help him
with classroom work. He noticed immediately his ability
to read the words on the page without these aides. He
also reported fewer headaches as a result of the
panels being installed.
Teachers report the lighting in the classroom with
the Huelight panels sets the tone for a quieter, calmer
learning environment. Overall in the building, our
behavior referrals continue to decrease. We feel we owe
much of this to the positive behavior intervention
82
2014-2015
supports weve put in place and the addition of

the Huelight panels.
Kim Rampey- principal- Jefferson Elementary Union
Public Schools
Loss of Choice at Recess- Never Take
Away Recess
http://tinyurl.com/recessisgood4you
Love Notes
Students who misbehave typically have impulsive

behaviors. Many teachers at the elementary level, take
away their recess. When you take away a childs recess
you punish yourself. Besides, the students spend their
whole recess mad at you. We want them to suffer the
consequences of their behavior- not plot retaliation. I
took away choice at recess. I always knew exactly what
they liked to play at recess. I would say, Im so sorry
you chose to have that behavior. Because of this you lose
your choice at recess. You can play everything except
soccer. The child will spend their whole recess mad at
themselves trying to figure out what to play during
recess. I never had to do it twice.
For minor disruptions in the classroom- this works well.
http://tinyurl.com/lovenotes4kids
Every single day, every single student went home with a

love note. Every night I would take a stack of post-it
notes and write:
Dear students name,
I love the way you:
Love,
Miss Riffel
Each student had one. I would watch the students and

write down something positive about them that
happened that day:
I love the way you picked up Sarahs crayon when it
rolled off the desk and handed it back to her.
I love the way you held the door open for me when my
arms were full.
I love the way you walked Billy down to the nurse when
he fell and scraped his knee.
83
2014-2015
In 2006, one of my parents emailed me to find out how I

was doing and tell me that her son was graduating. I had
been his teacher for three years. She told me a bunch of
things and then said, PS, he still has every single love
note you ever gave him.
It really makes a difference to the students.
Lucky Seven (Price is Right)
http://priceisright.wikia.com/wiki/Lucky_Seven
To get buy-in from the students. This is a group vs.

group contingency sample. Each team is given $7.
(Its a price is right game). You ask review questions.
Every time they get one wrong, they lose a dollar.
They answer together as a team so its not response
cost or a punishment. They have to have $1 left to
buy 5 answers to that days assignment. The team
that has $1 left gets to have 5 less problems than the
other half of the class. Just a friendly competition.
Luggage Tag
For students with disorganization. I like to take a luggage

tag from the dollar store and flip the address label over
and write down all the things that should go inside the
backpack- like a to do list. Give the student a dry erase
marker to mark off items as they put them in. Also, if you
have A day and B day etc. you can have different
color cards and cue the students by telling them to flip
their cards forward in the luggage tag. No more
forgotten library books etc.
Lunch Bunch
For social skills, counseling (private), teaching of secret

signals, and discussing behaviors in private- invite one
student at a time or a small group with same issues to
eat lunch with you. You can also use this to help build
friendship skills for students with low social skills.
http://tinyurl.com/lunchbunchsocials
kills
Memory Testing
http://faculty.washington.edu/chudler/chmemo
ry.html
To work on memory skills before testing. Bring in 20

items and give the students three minutes to look at it.
Then cover it with a sheet. Ask the students to write
down as many things they remember. Each day change
the items and have the students work on their memory
skills.
84
2014-2015
Messenger
http://tinyurl.com/studenterrandrunn
er
Mnemonics
For students who have a lot of extra energy. When you

see the 13th Mentos teetering on the top of the diet
coke, send them to the Library with a Library book to
return, take a message to the office (even if its a fake
number with the smiley face). (Make sure the person on
the other end knows the secret code. If you get a
number with a smiley face- say thank you and send the
student back.) Save this for the 13th Mentos and not the
1-12th because if the student figures out that being antsy
gets them a trip down the hall- they will show antsy all
the time.
Academic Intervention for Spelling
http://tinyurl.com/mnemonicspelling
http://tinyurl.com/meichenbaum
Music (60bpm)
http://www.shortlist.com/entertainment/music
/scientists-discover-most-relaxing-tune-ever
www.behaviordoctor.org- go to material
download and check out videos.
Nature Pictures
scroll to Calming Videos
http://alexandria.tue.nl/extra2/afstversl/tm/De
_Jonge_2011.pdf
We all use mnemonics to help us: Thirty days hath

September. every good boy does fine. I used to give
a pretest on Friday and I would take the top 5 missed
spelling words and make up a mnemonic for each of
those 5 words. I would teach that to the students the
next week using Meichenbaums 5 step cognitive
learning theory.
To decrease aggressive behaviors and alleviate anxiety:
Music research tells us that our heart rates will match
the music we are listening to. Also, research on students
with aggressive behaviors tells us their heart rates jump
up to 147 beats per minute (on average) a full 45-90
seconds prior to aggressive act. If we can intervene, by
playing 60 bpm music (the resting heart rate), the
students will be calmer.
For students with anxiety.
A University of Michigan research study found that
looking at 7 minutes of nature pictures reduced anxiety
before a test. The music link above is paired with nature
pictures.
You can show this before test with or without the music.
Note Taking Technique/Helps Alleviate

Wandering Minds
http://tinyurl.com/notemakingtempla
tes
Academic Intervention Dr. Andrew Fuller states notes

should be divided into a chart with two rows. The top
row is split in two- one side for the main idea and the
other side for notes. The row underneath should be
devoted to drawing pictures to help the students
remember what was taught.
85
2014-2015
Parent Training
http://www.pbis.org/training/parents.aspx
Peer Modeling
http://tinyurl.com/kupeermodels
To help with academics and behavior. Great ideas to get

parents engaged- teach them how you want them to be
involved. Ask them to donate one hour a month coming
up to school and passing out gotchas to students they
catch exhibiting appropriate behaviors, tutor students on
math facts, listen to students read, etc.
To Decrease Horseplay. Many times this is saved for
those students with the best behavior- surprisingly,
students who tend to play around when given peer
modeling duties will rise to the occasion and become a
great role model. We did this in the third poorest county
in the US, where students were more interested in
joining gangs than being in the Boy Scouts. We picked
the least likely students and they surprised the daylights
out of us by being wonderful role models when we
showed them we had the faith in them.
Peer Tutoring
http://www.nea.org/tools/35542.htm
To Increase Academics. When instituting the Four Ps for

raising self-esteem, peer tutoring or philanthropy
through helping others helps both students. Use your
students who struggle in their own grade to go down and
tutor younger students or students with special needs.
Surprisingly, they will feel better about themselves and
not only help the students they are helping- they will
help themselves.
Perhaps You Could Be Right

Dr. Riffels story
This story is for those students who like to push your

buttons. Ill share the story in the training.
Philanthropy
www.freerice.com
To raise self-esteem. Its really hard to feel bad about

yourself when you are helping someone else. This can be
done through peer tutoring, peer modeling etc.- but you
can also let them be in charge of philanthropy efforts
(counting can and box donations for the food pantry)
announcing over the intercom how many pounds of
donations have been brought in to the school etc. You
can also let them play on www.freerice.com and earn
free rice for a third world country.
http://www.prweb.com/releases/2010/02/prwe
b3657524.htm
86
2014-2015
PIRATES
http://www.slideshare.net/monroeslc/piratestest-taking-strategies
Power Cards
http://tinyurl.com/powercards4bx
To help with academics. I use PIRATES to introduce

people to the Kansas Learning Strategies.
http://www.ku-crl.org/sim/strategies.shtml - Its actually
now called SIM Strategic Intervention Model.
Wonderful program.
Verbal Aggression is one of the behaviors you can
address with a power card. The front of the card has a
topic of interest to them- the back of the card tells them
what to do when they are angry, frustrated, or want
attention. I make 12 of them the first time and laminate
them because the student will lose them from time to
time- that way you have a spare.
You could also write: I feel _____________ when

______________________. I need
____________________________________. As a
sentence to help the student make their point in a more
socially acceptable way.
Pre-Teaching Anticipatory Set
http://tinyurl.com/anticipatorysets
Proprioceptive Input
http://sensorysmarts.com/sensory_diet_activiti
es.html
For students who struggle academically, as part of

check-in/check-out, the student should be taught the
answer to the anticipatory set question or activity. This
will make the student feel like they know the answer to
the next question.
For students who need sensory input. We all need this.
Activities that let us know where our body is in time and
space. As adults, we have figured out socially appropriate
ways to do this- twiddling our foot up and down, shifting
in our seat and so on. We need to help students figure
out how to engage in this it helps them pay attention.
Padding their chairs, putting therapy banding between
87
2014-2015
the two front chair legs and teaching the students how
to bounce their feet up and down on the banding, how
to shift in their seats will help keep them seated and
paying attention.
Proximity
http://tinyurl.com/proximityasteachi
ngtool
Disruptive Outbursts and just for general classroom

management. Teachers should use proximity and I
believe if the room is set up in a semi-circle with the
teacher in the middle, the students will all be in close
proximity to the teacher. No child should be more than a
step or two away from the students.
Refrigerator Tubing for Kids Who Chew

on Pencils
http://www.nationalautismresources.com/chew
eze.html
Students who chew on their pencils because of anxiety.

Take a pencil with you to a lumber yard and ask where
the refrigerator tubing is located. Figure out which one
fits on the end of a pencil and purchase a yard or two of
it. Its going to cost you less than $5. Push it on top of the
pencil and cut it off even with the eraser. Then push it
down a bit further so the eraser is free to be used. This
will keep the student from chewing up the metal and
chewing on the wood of the pencil. The tubing is food
grade so its safe.
Response Cost and Why it Doesnt Work

blog scroll to response cards and why I hate
them
Classroom Management. Response cost is when a

student is given something and then if they misbehave, it
is taken away. If response cost worked, there would be
no one in jail. It works for 75% of the student population,
but these are the students we do not have any problems
with at all. It does not work on the 25% of the students
who need modifications. I always have a first year
teacher in my college courses who come up and say,
But its working for me. I always say, Go ahead and
use it and let me know if it stops working. Before the
end of every semester, they always come up and tell me
it stopped working.
Restructuring the Day

http://tinyurl.com/dufourwit
Academic Intervention. Weatherford High School

restructured their day and built an extra 30 minutes into
the day. Students get an hour for lunch. 30 minutes to
eat and 30 minutes to do one of two things. If the
student is making an A, B, or C they are allowed to take a
fun class, study, work on computer projects. If the
students are making a D or F they get to go spend a
whole week with the teacher whose class they are
failing. Teachers love it because they get to work one on
88
2014-2015
one or two with the students who are struggling and get
them caught up.
Right Ear
http://tinyurl.com/rightearresearch
Rolling Alarm Clock (Clocky)

http://tinyurl.com/clockytardies
Satiation Why Rewards Dont Work

Forever
http://tinyurl.com/satiationnmaterial
rewards
Saturday Detention- Not Out of School

Suspension
http://tinyurl.com/kykotc2
Dont take away academics- take

away extra-curricular activities.
For Non-Compliance. Offering equal choices in the right

ear or on the right side of student will net great results.
The right ear is connected to the left side of the brain.
This is where language is processed and the student is
more likely to comply when the information is offered on
the right ear.
For students who are habitually tardy. This is a great
clock that when you set the alarm, it rolls off the table
and rolls around the room when the alarm goes off. The
student has to get up to turn it off. It helps them being
on time to school.
About Rewards. Some schools and teachers use the
same rewards all year. I like cherry pie, but if I ate it
every day- eventually, I wouldnt like it any longer. On
Behavior Doctors website, there are 32 pages of free
rewards on the material download page. Its easy to
change up the rewards.
Instead of out of school detentions. I would like to see
out of school detention outlawed. Most of the kids who
get out of school detention- dont want to be at school
anyway. (Well thats not exactly true- with all the zero
tolerance over reactions that are going on- innocent
children are being sent home). Case in point a three
year old suspended for 3 days for sneaking a cheese
sandwich to school. A six year old being suspended for
chewing his pop tart into the shape of a gun and saying
pew pew now has a weapons charge on his record.
Assign Saturday detention- especially for kids who play
sports on Saturday this will be a real deterrent.
Screening (Decreasing Peer Attention)

http://www.positiveparentingsolutions.com/par
enting/public-tantrums
When a student drops on the floor and has a tantrumevery adult that walks by will ask them to get up (tons of
adult attention) and every student that walks by will give
them attention. Put up a blue padded mat from the PE
room so no one can see the student who has dropped on
the floor. This will keep the student from getting
attention and should stop the tantrums if the function of
the tantrum is to get attention.
89
2014-2015
Seating Choices
http://tinyurl.com/wobblechair
http://tinyurl.com/balancedisks
Secret Signals
http://tinyurl.com/secretsignals4teac
hers
Self-Calming Techniques
http://tinyurl.com/selfregulationtips
Sensory Break
http://tinyurl.com/sensorybreaks
There should be some kind of cushion on the chair.

Especially little boys whose tailbones have no pocket of
fat between their tailbone and the hard surface we are
asking them to sit on. This is also true for the students
with ADHD, Sensory Integration Disorder, and/or
Autism.
Minor disruptive behaviors. Instead of calling students
down for inappropriate behavior, keep them after for a
few minutes or eat lunch with them and teach them a
secret signal that means cut it out. If you dont
embarrass them in front of their peers many times they
will stop the behavior. Tugging on your ear, two taps of
the chair leg etc.
Anxiety, Anger, or Stress. Teach students how to calm
themselves down using breathing techniques, stress
balls, cognitive behavior modification etc.
Need for sensory input- We all need breaks and
sometimes the classroom becomes so focused on
meeting core curriculum, we forget to give kids a brain
break. If we have just taught them a huge chunk of
information, we need to let that digest by giving them a
sensory break- this is for the neurotypical students. The
students with autism or sensory integration disorder
need sensory breaks more frequently. The occupational
therapist in the district can help you determine which
sensory break is appropriate for each student.
Sensory Diet
http://sensorysmarts.com/sensory_diet_activiti
es.html
Sensory Input. This has nothing to do with eating A

sensory diet is a schedule that builds in the sensory
breaks prior to each activity. It is based on what the
student needs prior to each upcoming activity.
Social Autopsy
http://www.ricklavoie.com/competart.html
For aggression (mild), disruptive behaviors, or poor

judgment in social skills. Under materials download on
www.behaviordoctor.org, I have samples of social
autopsies. I like them so much better than think sheets
because they focus on proactive changes for the student
to think about paired with cues to use the sheet when
needed.
90
2014-2015
Social Skills Training

http://www.socialskillstrainingproject.com/
For children who have few social skills. When I taught

Kindergarten back in the 1980s the core curriculum in
Kindergarten was teaching social skills. People ask me
now why kids have worse behavior. I dont actually think
kids are worse now than they used to be- but we have
condensed the curriculum down so far that we teach
reading and math skills in kindergarten now instead of
social skills. We have to start teaching social skills mixed
in with our curriculum if we want students to know how
to work peacefully etc.
Spritzing the Room

http://www.starchaserhealingarts.com/product/energetic-spritzhyrdrosol-based/
Revving up or slowing down the internal engines. We

can change the mood of the room by spritzing before the
students come in (dont do this with the students in the
room). Peppermint extract mixed in the water will wake
the students up. Lavender oil mixed with the water will
calm the students down.
http://tinyurl.com/calmingspritzer
Step-Up Program
http://ethics4schools.com/counseling/
Anti-bullying program. I love this program. You will make

a video using your own students. Check out this great
bully proofing program. There is a song and a great
presentation on what bullying really is.
Stop, Walk, and Talk

http://pbis.org/school/bully_prevention.aspx
Anti-bullying. This is a free 49 page booklet you can

download and use in your school to stop bullying within
a PBIS school. It would work for any school- not just PBIS
schools.
http://tinyurl.com/stopwalktalk
Student Engagement
http://tinyurl.com/studentengageme
ntmaiers
Student Self-Progress Monitoring

https://www.interventioncentral.org/self_mana
gement_self_monitoring
Disengaged students. Its so important to get kids

hooked in. In the DuFour book on Whatever it Takes,
the authors talk about how important it is to make sure
all the students are connected. Make sure you have
enough clubs and organizations for all the students to
join. One of the schools in the book requires all students
to join a club.
Low Academic or Behavioral Proficiency. John Hattie
says the number one intervention for changing behavior
and academics is students monitoring their own
progress.
91
2014-2015
Student Voice
http://tinyurl.com/studentvoiceriffel
Student/Teacher Rating Sheet

You can download this on
www.behaviordoctor.org under materials
download.
Page 128 is a sample in this book
To increase student buy-in. This was one of the most fun

projects I ever engaged in for SWPBIS. We met with
students and trained them before we trained the adults.
We had the students attend the two day training on
PBIS. At first the principals were not happy about that
idea- they ended up loving it and found out such great
information from the students.
Works well for many behaviors you wish to target. This
has been my most popular tool. I think it works better
than the ones where the teacher just gives a student a
grade for their behavior because the student just thinks,
My teacher gave me a 2- not I earned a 2.
I also believe in using 3-2-1 and not 2-1-0. I dont believe
we should give students a 0 to talk about their behavior.
They begin to believe they are a zero and thats the way
they act.
Taking Off Shoes and Wiggling Toes

http://tinyurl.com/wiggleyourtoes
http://www.helpguide.org/mental/quick_stress
_relief.htm
Taking off your shoes and wiggling your toes reduces

anxiety. In Iceland, Korea, New Zealand, and Australia- I
found the students were barefoot. Interesting that all
these countries beat us in resilience and many times beat
us in academic achievement.
Teacher Helper
http://tips.atozteacherstuff.com/237/classroom
-jobs/
For off task behavior, non-compliance, or students who

need proprioceptive input. Teacher helper is a great tool
to keep students engaged and on task.
Three Bs (Be Quick, Be Quiet, Be Gone)
General Classroom Management. I love the three Bs I

learned this from Dave Cihak at Georgia State University.
Be Quick, Be Quiet, Be Gone. Instead of towering over a
student and going on and on about a behavior, whisper
so no one else can hear and say what you need to and
then get away.
http://tinyurl.com/whisper2them

http://tinyurl.com/3staronewish
Academic Improvement in Writing. John Morris from

Haversham England invented this. It can be used in two
ways. One is with writing. Each piece that is turned in
should have 3 stars (3 great things pointed out) and one
wish- one thing to build on to redo the paper. The
student keeps redoing the paper until it is perfect. Using
same method each time.
Social connection between students & adults
The other way is to have the students write down three
things that went well this week and one thing they wish
92
2014-2015
had gone better. This is turned in to the teacher to learn

what might be bothering the student and be able to
intervene.
TIPP (Teach, Imprint, Practice, Praise)
http://preview.tinyurl.com/redzonest
rategies
General Classroom Management. This is my mnemonic

to help teachers remember how to teach behavior the
same way we teach academics.
Token Economy
General Classroom Management. Token Economies

http://tinyurl.com/tokeneconomies4r have received a bum rap. Token economies are not
oom
supposed to be paid with toys, candy, or gum. Token
economies are supposed to pay off with the function of
You can download 32 pages of free rewards on
material downloads on www.behaviordoctor.org the behavior.
Transition Cueing
http://www.nwresd.k12.or.us/autism/UsingaTra
nsitionCue.html
TUMS (Touch, Use Name, Make eye

contact, Smile)
General Classroom Management and for students who

have difficulty with transitions. Change is hard- think
about yourself. For some of our students, changing every
30 minutes or every 55 minutes is too much on their
system. We need to give them cues that the transition is
coming up. This is one of the reasons children with
autism do so much better with visual schedules. I like to
use music to cue students. Play a xylophone ding about 5
minutes from the end of the current work time. This will
help the student cue into a change that is coming. You
can also give verbal cues. We will be stopping in 5
minutes.
General Classroom Management
Touch the students (hand shake, fist bump, high five)
Use their name in a positive way (label something
personal about them. Jenny, how was your sisters
birthday last night?
Make Eye Contact- We have decreased eye contact by
62% since the 1950s.
Smile- We have decreased smiling because we are so
busy thinking about what we have to do next.
Universal Screening of Classrooms

Www. Behaviordoctor.org- Materials downloadExcel tool for graphing universal screening.
General Classroom Management

This tool helps us rank who needs red zone services,
yellow zone services and who is fine with the green zone
services.
93
2014-2015
Using Lavender to Decrease Anxiety

http://www.naturalmedicinejournal.com/article
_content.asp?article=289
Using Mint to Increase Alertness
http://tinyurl.com/peppermintwakeu
p
Decreasing Anxiety. This is the research behind spritzing

the room with lavender discussed earlier.
Increasing Alertness. This is the research behind
spritzing the room with peppermint extract discussed
earlier.
Vanna White
When you have a student who has a hard time

transitioning, put them in charge of the transition for the
whole class. Make them Vanna White of the daily
schedule.
Vibrating Watch
Originally used for potty training. Discovered it works

well for students with ADHD to remind them to pay
attention. I also use it as a reminder to catch kids being
good.
http://www.eseasongear.com/viviwa.html
Video Modeling
http://tinyurl.com/videomodeling4st
udents
http://tinyurl.com/schoolbasedvideo
modeling
Video Self-Modeling
http://www.siskin.org/www/docs/12/
Visual Schedule
http://tinyurl.com/visualschedules4cl
ass
Visualization Strategies
http://udleditions.cast.org/strategy_visualize.ht
ml
Voice Level- using ruler
Works for many different behaviors. Classroom

Management Strategy. Tons of research on how
effective video modeling is on changing behavior. You
can find tons of great models on www.pbisvideos.com
To teach new behaviors. Video self-modeling has been in

the research for a long time- but it has been very popular
since 2003. Almost every journal has at least one article
about it. This is done by using the student as the main
actor. Only the appropriate behavior is shown and
labeled.
For students who have trouble with transitions. We all
like to cross off to do lists. Our students with special
needs actually thrive well on this. The link on the left has
great samples of visual schedules.
To Decrease Tantrums. Visualizing the proper behavior,
the proper way to work a problem is a valuable
technique we need to teach to students. Much like a
runner visualizes themselves crossing the finish line, the
student visualizes themselves calming down, doing their
work, or engaging in appropriate behavior.
For loud talkers. I use a ruler to teach students how loud
to talk. A zero inch voice means no talking- my ear could
be next to their lips and I wouldnt hear anything. A three
94
2014-2015
inch voice means the student would be whispering. A six

inch voice is a soft voice and so on.
Walk and Talk
http://www.calmclinic.com/anxiety/treatment/
walking-works
To Decrease Tantrums. One of the best ways to calm a

student down and give them some proprioceptive input
is to allow them to walk around the hallways for a few
minutes with an available adult. Just walk and talk-
Whole Brain Teaching

Www.wholebrainteaching.com
To increase on task behavior and student engagement. I

just love Chris Biffles Whole Brain Teaching. Its a way to
engage all the students, no student is off task, and topics
are taught in small chunks.
Writing About Anxiety for Ten Minutes

http://news.uchicago.edu/article/2011/01/13/w
riting-about-worries-eases-anxiety-andimproves-test-performance
Anxiety. The University of Chicago has found that writing

about your anxiety for ten minutes reduces anxiety.
Many teachers have the students do this and then take
the writing and wad it up and throw it away- like Im
done with worrying about that.
Yoga Breathing
http://kidsyogaguide.com/
Anxiety, Anger, Stress. Teach students how to regulate

themselves by using yoga breathing. It brings oxygen to
the frontal cortex instead of leaving the student with
only a brain stem to do the thinking.
More on:
Group Contingencies- Group Rewards (Worksheet page 125)
The summer before you begin using this technique stop at garage sales in your area.
Many of the items you might want for group contingencies can be purchased for a few dollars. If
several of you are starting your teaching career together, you might want to meet for breakfast
on Saturday morning and then head out to hit the garage sales. Most of the items on this list can
be shared between two or three teachers. You will be looking for things that can be used to make
good behavior a fun game. Group contingencies: Group rewards is about getting the students
working together to earn a group prize.
95
2014-2015
Use things like:
Mr. Potato Head

o As you catch the students being good as a whole class, draw one name out
of your student pick jar and have that student come up and add a piece to
blank Mr. Potato Head. Once he is all put together the students get a prize.
Cootie Bug
o
As you catch the students being good as a whole class, draw one name out of
your student pick jar and have that student come up and add a piece to a
blank cootie bug. Once he/she is all put together the students get a prize.
www.tinyurl.com/homeworkopoly
o
This is a free download that looks like a Monopoly game
As you catch the class being good in returning their homework, you move the
pieces on the game board and the students earn prizes
Scratch off tickets

o
Use this as the reward portion of the group contingencies- when they have the
Potato Head put together or the marble jar lit up etc., they get to scratch off a
prize.
Mix two parts airplane model paint with 1 part dishwashing detergent
96
2014-2015
Draw bubble letters on a piece of

tag board
Write a prize inside each letter
Laminate the bubble letters
Paint over the letters
Let dry- will take more than one

night for it to dry
Students can scratch off
Barrel of Monkeys
o
Purchase any color of barrel of monkeys, they are available for less than $10 at
toy discount stores
Put a self-stick hook on the white board up near the top
Put one of the monkeys hanging up on the hook
As you catch the students being good, add a monkey
When the monkeys reach the silver tray, the whole

class wins a prize
Links on a chain
o
Dollar stores have giant links for babies. They are very colorful
and link together
Do the same thing as the Barrel of Monkeys, but with links
During months that are more difficult for behavior, use smaller links and that
way you can catch more kids being good
Angry Birds
o
http://pinterest.com/pin/65794844526127798/
97
2014-2015
http://pinterest.com/pin/174866398001635953
Plastic Sink Strainer- Ribbons- Weaving good behavior in

the classroom
o
Purchase a plastic sink strainer at a dollar store
Gather left over ribbons and attach them to the top

of the sink strainer
As students are caught being good, draw one

students name to come weave a row for good behavior
When the whole strainer is woven, the class earns a prize
Brownie Points
Aluminum cookie sheet
Brownies run off from pictures on

Microsoft Office.
o
Make the appropriate size so that 12

of them will fit on the cookie sheet
Laminate the brownies and put a magnet on

the back.
Marble Run- Made from a Pool Noodle

o
Purchase a pool noodle from the dollar store
Cut it in half hot dog way (the long way)
Attach it to the silver tray under the white board
Put each end into a clear Tupperware square and label one A
and one B
Get two big shooter marbles and set them on the silver tray
Youll choose two students from your name cup and give each a marble.
Whichever one lands first is the winning prize.

98
2014-2015
Mystery Motivator
Like hangman- students flip over letters to

find out what the reward they earned
Marbles in a jar- light it up

o
Purchase marbles, clear flat rocks, or jelly beans they have at the dollar store and
a clear glass mason jar.
As you catch the kids being good, you will add marbles
I used this type of system:
3 marbles if another teacher complimented

my students
5 marbles if the principal complimented

my students
2 marbles if I complimented the whole class
1 marble if I complimented one student- they earned it for the

whole class
Right before the last marble is about to be entered to the jar, take all the
marbles out while the kids are gone. Sneak in a strand of Christmas lights
and hide the cord on the back side of a book shelf.
Plug the lights into a power strip with a switch turned OFF
When the last marble goes in, move your foot to the switch and light up
the jar. The kids eyes will pop out of their head and they will want to do it
again.
Piggy bank jar of good choices

o
Purchase a small piggy bank and use pennies
When the piggy bank is full, the students earn the prize
99
2014-2015
CD Tower- used as a spinner with pie shaped prizes

o
Once the students have earned a prize, one

students name is drawn and that student gets
to spin the wheel to see what prize the students
win
Pot holder loops

o
Put tons of pot holder loops in your pockets
As you catch individual students being good, hand them a pot holder loop to wear
as a bracelet
Give behavior specific praise as you hand the student a loop
At the end of the day walk around the room with a container and collect all the
pot holder loops and count them as you pick the loops up.
Have a set number in mind that you have shared with the students and if they reach that
number, they earn the number of pot holder loops they earn the class prize
Smarty Pants
I purchased a Smarty Pant game online at Ebay for several
dollars. I use the plastic pants as a holder.
When students get caught being good, they get to add their
name to the Smarty Pants
I can draw a name from the pants for any number of prizes
including being able to spin the prize wheel, or drop a marble

down the marble run
A real prize the students like is the ability to sit in the teachers chair
100
2014-2015
Whole Class
Get rid of these words: DontStop- Quit- and No

Tell kids what to do, instead of what not to do.
Expectations
Call these expectations and not rules. Rules can be broken and expectations are meant to be
followed.
Here are some examples:
Be Respectful of Self, Others, and Surroundings

Be Prompt
Be Safe
Be Responsible
Be Accountable
Be Dependable
Respect others
Respect self
Respect surroundings
Own your own behavior
Here are Riffels Expectations for your expectations:
Use age appropriate words

Use positive words
Use an action word the child can visualize there must be an action word with the
expectation
It can be cute and spell something- but it doesnt have to
It must be generic enough to cover everything you would like to target
Sample Expectations:
go to www.behaviordoctor.org. Click the training tab and then click material download. Scroll
down to tools for universal support.
After you determine what your expectations are, you need to build a matrix of what each of those
will look like, sound like, and feel like in all the areas of the school: (choose the ones appropriate
for your situation)
Classroom
Bathroom
Hallway
Cafeteria
Playground
Parking lot
101
2014-2015
Commons area
Sidewalk
Library
Music
PE
Assemblies
Bus (loading and unloading) (traveling)
When planning how to teach these think:
Head- what do you want them to think?

Heart- what do you want them to feel?
Hands- what do you want them to physically do?
Make movies about the behaviors and what they should look like- use your students. For
samples of videos go to www.pbisvideos.com tons of great ideas for you at this website.
Remember: Being told is not the same as teaching- Teach it- Imprint it by modeling- Practice it
with them and Praise it when you see it.
Secret Agent
Teacher has a cup with Popsicle sticks in it. Each stick has a students name on it. The teacher
draws up a stick in the morning and looks at it, but doesnt show it to the students. The teacher
gives a behavior he/she is looking for that day. If the student whose name was drawn follows
that rule all day, that student will earn a prize for the whole class. The prize is something the
teacher probably would have done anyway (but the students dont know that). For example, if
you have a special art activity at the end of the day, dont tell the students ahead of time. Make
the students think they earned it.
At the end of the day if the secret agent student has not followed the rule, do not say,
Jamie did not follow the rules today, so there is no prize. You might as well say, Boys
and Girls, beat Jamie up on the way home tonight.
At the end of the day, if the secret agent did not follow the rule, choose to say another
students name who did follow the rules. Have a private conversation with Jamie that
sounds like this:
o Jamie, what if you had been the secret agent today? The whole class would have
been counting on you. Tomorrow, lets try this again and Ill give you a secret
signal to remind you to follow the expectation. Maybe Ill draw your name
tomorrow. (Develop a secret signal between you and the student- like an ear tug
(you tug on your ear- not theirs )
One of my schools uses this for line walkers. They choose a secret line walker each trip
down the hallway. The secret agent earns 30 seconds of extra time at the end of the day
102
2014-2015
to read or draw or have recess. By the end of the day, the students could earn up to 5
minutes of extra time. Teachers say the time saved by not having to get after the
students is far greater than 5 minutes.
Love Notes
Every year I taught I used Love Notes. Every night I would fill out a love note for each student
using little post-it notes. The Love Notes would look like this:
Dear Johnny,
I love the way you:
Love,
Mrs. Riffel
As the day went on, I would keep these with me and pull them out and write something on each
students Love Note. At the end of the day, I would either read them out loud or pass them out
(depending on the age of the students I had in my class). At the secondary level, I did five
students a day per hour and then passed them out on Friday. Not one student ever threw them
away in front of me or acted like they didnt care about it.
Relationships
Ann Corvin says these three things are essential to building a relationship:
Eye contact
Touching
Talking
Bhaerman and Kopp (1988) say a student is less likely to drop out of school if one adult other
than their teacher or parent knows and uses their name in a positive way. Make it a point to
learn the names of other students in your school and use those names in a positive way.
103
2014-2015
TUMS
Laura Riffel says these things are essential to building a relationship:
Greet the students at the door after each transition using the TUMS method:
T- Touch the students with a high five or hand shake

U- Use their name in a positive way
M- Make eye contact
S- Smile
My articles on the topic:
Recognize Alternatives to Use of Seclusion
Special Ed Connection on May 2, 2012
Today's School Psychologist, January 2013
Energy Flows Where Attention Goes
Catch your students being good instead of catching them being bad. You will see more good
behavior each day.
Jen Ratio
Jen Ratio is an ancient Chinese philosophy. The philosophy of what comes into your body comes
out of your body. In other words, if you watch or are surrounded by a lot of negative sights and
sounds, then that is what will come out of your body. www.mathalicious.com has a great lesson
on Jen Ratio for students. The homework assignment has the students watch television for the
evening and record what stations they watch and tally the number of negatives and positives
they hear during the course of the evening. http://www.mathalicious.com/lesson/jen-ratio/
To shoot for an 80% positive to negative ratio, for every negative the students need to hear four
positives.
Some Ideas to Help YOU be more positive

Remember, you can improve behavior by 80% just by pointing out what one student is doing
correctly.
104
2014-2015
Lanyard
Try wearing a lanyard with 30 beads on it. Keep all the beads on the left. When you compliment
a student move a bead over to the right side. Challenge yourself once you are better at noticing
all the things that are going correctly. Every time you correct a student in anyway, move four
beads back to the left. At the end of the day, count how many beads are on the right and the
next day challenge yourself to have one more on the right.
(I always move from left to right- that way I know Im doing the right thing for kids)
Paperclips
Put 30 paperclips in your left pocket. Every time you compliment a student, move a paperclip to
your right pocket. Do the same thing as the beads on the lanyard once you are good at giving
behavior specific praise.
(Remember: Good job means nothing. It must be behavior specific praise. I spy someone
sitting up straight and tall and really paying attention. You just earned a compliment for the
class. This one is much more specific and will be a booster shot for those who are about to visit
another planet.)
Bracelet
Put together 30 cute beads (okay for the ladies really). Make a charm with a large lobster claw
hook. Determine which bead is your start bead and the direction you will go. I usually put in a
silver or gold bead and then a green for start and a red for stop. This way I know which
direction Im going. Every time you compliment a student, move the charm forward one bead.
You could do the same thing on a necklace that you make.
Index Cards
Each day, write a date on an index card. Carry it with you in your pocket. Each time you correct
a student, make a tear on the short side of the card. Each time you give positive behavior
specific praise, make a tear on the long side of the card. At the end of the day, count up your
positives to negatives and see what your Jen Ratio is for the day. Strive to do one better
tomorrow.
(Remember: What gets measured gets done.)
105
2014-2015
Group Contingencies- Group Rewards for the Whole School

Things that are a problem:
Lunchroom Noise
o Solution: Have library pockets for each table and each lunch period. Have
cafeteria staff carry ice cream sticks and place in the coordinating pockets of
those tables which are exhibiting the best behavior. The table with the best
behavior gets to sit on the stage the next day, or be the first class out to recess.
The class which earns the most sticks-Monday through Thursday, gets to choose
the teachers and choose the song. Those teachers perform a lip-sync act to the
song the next day during that lunch period.
Tardies to Class
o Solution: Take a survey from students and find out the most popular songs for
the month. Tell the students you will play 4 minutes of their music and 1 minute
of your music for one week. If tardies to class are down to a set number allowed,
the music will continue that way. If the tardies rise, the music will flip and there
will be four minutes of your music and one minute of their music. By the way,
your music is polka music.
Tardies to School
o Solution: Each classroom has a football in the hallway on a green football field.
Every day there are zero tardies for first hour for each class, that class moves
forward five yards. When they make a touchdown, the class earns a homework
free night.
o Solution:Start a calling tree and have students call each other to wake each other
up.
o Solution: Write a grant and get Clocky for each student who is habitually tardy.
This is a rolling alarm clock. The student sets it the night before and when the
alarm goes off, Clocky rolls off the table and all over the room until the student
gets up to turn it off.
Lack of homework return
o Solution: Have each teacher download and make the Homeworkopoly game. It is
available for free download at http://teachnet.com/manage/classroomdecor/get-work-done-by-playing-homeworkopoly/
o Solution: Start a calling tree so students can call each other to remind them to
finish their homework.
Not bringing planner to school completed
o Solution: Assign a number to each planner in the whole school. Once a day, the
principal draws a number and that student is to come down to the office with
their planner. If that students planner is completely filled out and present at
school, the student earns a prize. This prize can be a free homework pass, a
chance to take the principals chair back to class for the rest of the day, or a
special pass to a special table in the lunchroom and the ability to invite three
friends to eat lunch with them at the table.
Dress Code Violations
o Solution: Stand in the hallway and pass out dress for success cards to each
student who is dressed appropriately. Give all staff permission and availability to
pass out as many as they like during passing period. (This gets your staff out in
106
2014-2015
the hallway.) Dont tell the students what it is for the first time. Tell the students
to hang on to the cards. On Friday, announce All students who have 50 Dress for
Success cards get to stay an extra hour at the dance tonight. Everyone else will be
dismissed at 10:00 p.m. Please notify your seventh hour teacher if you have 50
cards and give the cards to your teacher. They will put them in an envelope to
turn into the office with your name. Everyone will exit the dance at 10:00 p.m.
and only those students on the list will be allowed back in for an extra hour. Tell
the students they will never know when the payoff is going to occur or what the
payoff will be. It could be free popcorn at the game, free entrance to the dance,
free entrance to a game, bus ride to an away game, free BBQ prepared by the
principal, or free phone call home for a positive referral.
o Solution: All students are funneled into the school through one opening. The
administration stands and pulls any students who are not dressed appropriately
to stand with him or her off to the side. All other students are allowed into the
school to mingle and have social time before school starts. Students who are
pulled are not allowed to talk. The principal takes them inside after all have
arrived and gives them plain grey t-shirts, belts, long skirts, dress pants, shoes
etc. based upon specific violation. The clothes are returned at the end of the day
and original clothes are given back. The clothing is washed by the special needs
classroom (they usually have a washer and dryer and are working on home living
skills). The clothes are donated by the PTO.
There are two messages here: 1) you are not getting out of school for any
reason. (I have known schools who sent kids home for being out of dress
code. What kid really wants to come to school anyway? Kids figure out
quickly how to get sent home) and 2) if you want to socialize in the
morning before school, you need to come dressed for success.
Classrooms being left messy
o Solution: Custodian prepares a Golden Plunger or a Dust Bunny Award. At
the end of the day, the custodian goes around to each room and selects the one
which was left the cleanest. The Golden Award is given to that class. At the
elementary level, this means the line leader gets to carry the golden award
everywhere the class goes that day and all other classes must stop and salute as
the class goes by with the award. Another idea is to give an extra recess. At the
secondary level, whatever class was in the room the last of the day (some rooms
are empty at the last hour of the day), that class earns a homework free night or 5
minutes to talk to their friends.
Special teachers having inability to discipline much
o Solutions:
Golden book or shelf elf for class with the best manners in library
Golden LP or chimes for class with the best manners in music
Golden tennis shoe or giant tennis shoes from basketball star for class
with best manners in PE that week
Golden computer mouse for class with the best manners in computer lab
that week
Giant paintbrush, artists pad, or statue for class with the best manners in
art class that week
Maracas for class with the best manners in Spanish class that week
107
2014-2015
Golden spatula for class with the best manners in the cafeteria that week
Skeleton for class with the best manners in health class
Mascot for class with the best manners at morning round-up
Golden apple for the class with the best lining up procedures at recess
All awards could be any color- platinum, glow in the dark, etc.
Bus referrals
o Solution: Give the bus driver 5 medallions or laminated business cards. Have the
bus driver choose five children each day with the best manners on the bus. These
students get to be the first five students off the bus and come into the office to
trade in the token for a pre-filled out gotcha or other school reward.
Whole School Program
Each One Save Five

Take the total number of students in your school _____________ and divide by the total
number of all adults in the building _______________. This is what your program will be
called: Each One Save x---.
Example: 476 students in the school divided by 87 adults= Each One Save Five. All adults in the
building are assigned 5 students that they dont normally work with on a daily basis. The
secretary, custodian, paraprofessionals and so on, are all assigned five students. The job is to
connect with those 5 students once a week in a positive way. It can be notes, high fives in the
lunchroom, notes on lockers, writing a message on some of their work displayed in the hallway.
The point is to connect in a positive way- the more creative the better. It could even be
postcards sent to the house or messages left on the answering machine.
If each adult connects with five students in a positive way, we can

decrease the drop-out rate (Bhaerman and Kopp, 1988). If each adult connects with five
students we can open communication lines that werent there before and possibly decrease:
Bullying
Low self-esteem
Unnecessary tardies and absences
Struggling learners
Home issues affecting learning
108
2014-2015
Chapter 6
Academic Interventions
109
2014-2015
Whole Brain Teaching

Students have target behaviors the most when the teacher is lecturing or there is down time in
the classroom. Whole Brain Teaching (WBT) is a way to engage the students in learning. It is fun
and all students are on task most of the time. WBT was invented by Dr. Chris Biffle. They have
a website www.wholebrainteaching.com . Educators can earn staff development points for free
by watching the training videos on this website. There are sample videos of teachers using the
method at elementary, middle school, and high school levels. It is even used successfully at the
college level.
Mathalicious
Mathalicious is a website filled with math lessons all linked to the common core and by grade
level. The lessons are downloadable and already for educators to use. The user can set their own
price for downloads and a few of the lessons are free for everyone to try. Mathalicious
incorporates music, video and interesting topics to teach the students a math lesson that will
stick with them for life.
Games
Reality is Broken by Jane McGonigal is a book about why so many people (adults and kids)
are addicted to online games. She suggests the best way to hook students in the classroom is to
engage them in more game like activities. There are so many ways to do this:
1) Game templates. Turning any lesson into games like Who Wants To Be A Millionaire?
or Are YOU Smarter Than a Fifth Grader? will entice the students to stay involved in
the classroom activities. Go to www.behaviordoctor.org and click on training, then click
material download and then scroll down to games: this is a page with links to prepared
game templates. All you will have to do is plug in your questions and answers.
2) Mouse Mischief:
a. http://www.microsoft.com/multipoint/mouse-mischief/en-us/default.aspx
b. Program allows educator to use PowerPoint and wireless mice to allow students
to answer questions, answer polls, manipulate objects etc. Very fun and engaging
and most schools have the correct wireless mice available in their computer lab.
This is much cheaper than remote clickers for the class.
3) Thirty-Four ideas for using smartphones in the classroom
a. http://www.teachthought.com/technology/36-smart-ideas-for-usingsmartphones-in-the-classroom/
b. Best ideas:
i. Take a picture of the homework assignment or teacher produced work
ii. Students videotape teachers lecture for use during homework or test
study
iii. Students use agenda and email assignment to themselves
iv. Use reality apps like planet finder or junaio in the class or on field trips
v. Use as clickers for the Smartboard- ability to take polls etc.
4) Old fashioned games to make learning fun
a. http://www.teachhub.com/engaging-classroom-games-all-grades
b. Bingo, Bunco, Scrabble, Memory etc.
110
2014-2015
Anxiety
Anxiety can side rail academic performance quickly, especially during high stakes testing. Here
are some research based ideas for reducing anxiety in the classroom.
Advanced Organizers. Advanced organizers help students organize their thoughts. Many
times teachers use KWL charts and flow charts for the whole class. Giving each student their
own copy will help them cue into the important facts.
Instead of plain K-W-L charts try these variations:

o KWHL- What do you know? What do you want to know? How would you like to
learn it? What did you Learn?
o KWHLP- What do you know? What do you want to know? How would you like to
learn it? What did you Learn? How would you like to prove it?
Instead of plain flow charts, have the students make them on a PowerPoint in the
computer lab and link each box to a movie or online link which will help them study.
Have them email the PowerPoint to themselves at home for study.
Copying From the Board. For some students, it is very difficult to transfer what they see on
a vertical plane to a horizontal plane. This is often an undiagnosed learning disability. An easy
solution, make 20 copies of what is on the board the first few days of school. Say to the
students, I know some of you might have trouble seeing the board because of the glare or where
you are sitting. Here is a copy of what is on the board so you can copy it on your paper for your
notes. I need these back to save for next years students to save paper, so give these back when
you are finished. After a few days, you will know who needs them and who doesnt and that is
the number of copies you will need to make. For those students with dysgraphia, it might be
best to take a picture of the board and email it to them. Remember your objective. Is your
objective to learn how to write or to get the material down for study purposes?
Spelling. We know many adults who do not know how to spell. There was a period in education
when teachers were told not to tell students how to spell a word. A lot of anxious kids freaked
out when the teacher would not tell them the right way to spell a word. Some students cannot
stand to make a mistake. We typically call them perfectionists. Many of us would fall into that
category. Here are some ideas to help specifically with spelling:
Mnemonics paired with Michenbaums Five Step Cognitive Model.

o On Friday, the teacher gives a pre-test on all the next weeks spelling words.
These are not graded for a grade, rather they are graded for what words received
the most incorrect spelling variations.
o The teacher then thinks up a mnemonic to help the students with those words.
For example: there, their, and theyre
There is a place, we go here and there. It has the word here in it.
Their shows belonging. Prince Charles is their heir to the throne. It
has the word heir in it.
Theyre is a contraction. It is shortcut word for two words so it has
an apostrophe in it.
On Monday, the teacher introduces all the words and shows the students
how to write them using the new mnemonic.
On Tuesday, the teacher has the students perform the writing while he or
she tells the mnemonic aid.
111
2014-2015
On Wednesday, the teacher has the students say and perform the writing
while saying the mnemonic.
On Thursday, the teacher has the students whisper and perform the
writing while whispering the mnemonic aid.
On Friday, the teacher has the students think it and perform the writing
while thinking of the mnemonic aid.
Heres an example:
o Monday. M-U-S-C-L-E-S (sung to the tune of N-E-S-T-LE-S chocolate) the teacher sings it as he or she writes it
on the board about five times.
o Tuesday. M-U-S-C-L-E-S (sung to the tune of N-E-S-T-LE-S chocolate) the teacher sings it as the students write it
on their paper about five times.
o Wednesday. M-U-S-C-L-E-S (sung to the tune of N-E-S-TL-E-S chocolate) the students sing it as they write it on
their paper about five times.
o Thursday. M-U-S-C-L-E-S (sung to the tune of N-E-S-T-LE-S chocolate) the students whisper it as they write it on
their paper about five times.
o Friday. M-U-S-C-L-E-S (sung to the tune of N-E-S-T-L-E-S
chocolate) the students think it as they write it on their
paper for the spelling test.
Magnets
o For students who have a hard time writing, they can manipulate magnets to spell
the word. We use this with children with autism who are just developing their
skills. We take the letters of the word and put them in a baggie with a picture or
plastic replica of the object they are spelling. We hand the baggie to the student
and have them take out all the objects and manipulate the letters into the correct
spelling.
o As the students gain expertise with this method, a foil letter can be added to the
mix. In other words, for the word FISH- there would be a plastic fish and the
letters: F-I-S-H-J
Sandpaper
o For some students, if they feel the letters as they write (tactile learners), it helps
them commit the action to memory. Having the students write on sandpaper
with a crayon will help them with the muscle memory for how to write the words.
Wikistiks can be used in the same way. The student would then trace the letter with their
finger after they formed the letters of the word.
o Wikistiks can be used again and again and sandpaper is a onetime use product
Dictionaries
o We made a book for each student with an alphabet letter on the top of each page.
As the students asked how to spell a word, we would write it on a 2 inch by 2 inch
post-it note and give to them to put in their personal dictionary. The students
were trained to look up their dictionary first to see if they had already asked how
to spell the word.
112
2014-2015
Word Searches
Many teachers still use word searches. For students with visual discrimination issues, these can
be quite daunting. Teach the student to use a ruler to find the words. They can move the ruler
horizontally, vertically, and diagonally.
Kinesthetic Learners
Many students need to move to learn. A fun way to make it a movement game is to purchase a
cheap plastic ball from a discount store. These balls are usually in a large bin in the toy
department and cost around $3. With a permanent marker, divide the ball into sections and
write a question or math problem in each section. Have the students sit or stand in a circle and
toss the ball from one person to the next. Wherever the catchers hands land, they read the
question below their right thumb. They read the question out loud and then the student answers
the question to earn points for the class. The class can be divided into teams who earn points.
The student then passes the ball to someone who has not had the ball and the game continues
until everyone has had a chance to partake. For Kindergarten students or students who do not
know their right from their left, the teacher can paint a small amount of red fingernail polish on
their right thumbnail and this will help them. By the time the polish wears off the student will
know their right from their left. (Be sure to ask parents before you pain fingernails).
Multiplication Facts
If a student has difficulty with memorization of multiplication facts, a spatial approach is best.
Use a number chart or matrix of the numerals 1-100 and have students county by 4s and color
in the box of every fourth number. Seeing the visual pattern helps man students who learn best
visually and spatially. See page 105 for a blank number chart for you to use.
Have the students make a PowerPoint coloring in the boxes using tables and the fill-in tool.
Have them make a page for 1s, 2s, 3s, 4s, 5s, 6s, 7s, 8s, 9s, 10s, 11s, and 12s. Then have the
students link to the Multiplication Rock music for each page and they can listen to the music
and watch the page as they learn their multiplication facts.
Fun with Math
Some kids like to learn tricks that dont really help them that much- but they are fun to learn.
Here are a couple.
113
2014-2015
Sevens:
Take a box grid of 9 squares
Starting at the bottom of each row number the boxes backwards like this:
7
8
9
4
5
6
1
2
3
14
35
56
21
42
63
Now use this pattern:

0-1-2
2-3-4
4-5-6
(last number repeats in next row)
Fill in the boxes with these numbers
07
28
49
7x1=7, 7x2=14, 7x3=21, 7x4=28, 7x5=35, 7x6=42, 7x7=49, 7x8=56, and 7x9=63 Just for funwont really help them, but theyll have fun playing with it.
114
2014-2015
Nine Fingers
9 x 4 = 36 Hold down finger number 4. There are 3 fingers before it and 6

fingers after it- so the answer is 36.
3+6=9 is also a way to see the nine trick- all the answers equal nine
0+9+9
1+8=9
2+7=9
3+6=9
4+5=9
5+4=9
6+3=9
7+2=9
8+1=9
9+0=9
Once again, these are just fun facts and wont really help a child learn the facts.
115
2014-2015
Fun Ideas to Remind Students of Important Facts (ideas on Pinterest)

Nametags. Many teachers wear a sticker on their clothing to help students learn difficult facts.
When a classroom is studying difficult facts, give each student a self-stick name tag with an
important fact on it. This can be Math, or any other subject. From that point on for the day,
have the students refer to each other as the fact on the name tag and not the students real name.
For instance, during class meeting instead of saying, Id like to compliment Susie for picking up
trash. A student could get the Koosh ball and say, Id like to compliment the capital of Kansas
is Topeka, for picking up trash. Its funny and the students will remember the difficult facts.
Sandwich Board. Many teachers have worn aprons with specific facts on them. A lot of
teachers now carry a small white board with them as they walk down the hallway, the teacher
walks backwards with a fact on the board. If the students have to wait a few minutes to go into a
special class, the teacher might write facts on the white board and have the students whisper the
answers.
Floor. Turn your floor into a bulletin board. Write facts on the floor on clear contact paper, or
solid color contact paper and stick it to the floor. Masking tape or duct tape works well too. It
does leave a sticky residue on the floor but Goof-off takes it right off. If your floor is carpeted,
the stickiness will wear off with the students walking on the carpet.
Vocabulary
When teaching new vocabulary, make index cards. One card will have the word and one will
have the definition. Pass out one card to each student. Have them find their other half. They
will have to problem solve to figure out who has the word and who has the answer. They will
have to go around and read the answers over and over again to learn who to pair up with in the
classroom.
Go Fish
When students are learning new vocabulary or new facts, the board can be turned into a small
memory game. Every time you catch the class being good, choose a student from your stick jar
to come up and try to match a pair. When all the pairs are matched, the class earns a prize. Its a
win-win. The students are hearing facts and learning to use their brains to remember where
something is on the board and they are working in a group contingency for a group payoff.
Sequence
When learning difficult sequences, give out index cards with the sequences on them.
Lets say for some reason you were teaching the order of the presidents. Write each
presidents name on an index card. You might write the years they were president below
their name. Pass out all the cards and then have George Washington start. The first
student would say, I have George Washing who was president from 1789 to 1797. Who
has the second president of the United States? The second student would say, I have
John Adams, He was the second president from 1797-1801. Who has the third
president? And, so on until the current president. This can later start some discussions
about what was going on during each presidents term.
The same can be done with Math facts. I have five. Who has five plus five? I have
ten. Who has ten plus five?
116
2014-2015
I have Delaware who became a state in 1787. Who has the second state to enter the
union? I have Pennsylvania who became a state in 1787. Who has the third state to
enter the union?
Overwhelmed
Sometimes, you will have a student with special needs in your class and they will become
overwhelmed due to noise, activities, difficulty etc. You cannot always get to them right away
when they become overwhelmed. Have a plastic shoe box filled with educational games,
headphones, stress balls etc. and keep it close to the child who becomes easily frustrated. Teach
them when they get frustrated to go get the box and open it and use what is inside. This will be
your cue to go over and get them on track as soon as you are finished with what you are doing.
Better to have a child off task for a few minutes than have a child have a temper tantrum
because they became overwhelmed and did not know what else to do. We like to use a box with a
bright red lid because we will notice it moving in the classroom.
Adapted Books
We were once called in to help with a blind student who was having behavioral issues in the
regular classroom. He was very young and his biggest time for problem behaviors was in circle
time when the teacher was reading aloud from a book. Imagine being blind and not being able
to see the pictures to understand what was being read to you. No wonder he was rolling all over
the floor to entertain himself. We got a list of the books the teacher might read and took the
books and did the following:
We outlined the shapes with puff paint.

We put a small piece of foam between the pages so the pages would open easily
from one to the next.
We glittered some areas and put texture on things with the puff paint.
If the class was reading about a frog, we got him a rubber frog to hold so he knew
what they were talking about.
The point is, if a behavior is occurring, look at the situation from the childs point of view. What
might be causing the behavior to show up?
Prefixes and Suffixes
Give each student two dice. The dice are blank dice you can purchase from teacher supply stores
or you can use unifix cubes. On one dice, write the prefixes and suffixes you are studying. On
the other dice write root words. Give each child a piece of paper between every two children.
Have the students get in pairs and roll their dice to make new words. They are to write their new
words on the paper if the word makes sense. They can check their new word in the dictionary.
Prefixes:
Non
Dis
Re
117
2014-2015
Pre
Suffixes:
Able
Ing
Ous
Er
Root Words:
Descript
Repair
Port
Service
Flip Books
Make students a flip book about themselves. Take sentence strips and leave one long and the
rest half the size. Put the students name on the left hand side and write IS. In other words,
Charlie is.. The students will then write something about themselves on each card which is
stapled to the right side of the long strip. Each page will form a sentence.
Charlie is very tall.

Charlie is very smart.
Charlie is a lover of trains and planes.
Charlie is not a lover of broccoli.
These can be fun to do during the first week of school and then share them during circle time.
For older students, the sentences will be more complex and the students can illustrate each
strip.
Once the students understand this concept they can make flip books for any subject you are
studying. ..would describe Japan. Each student can have their own topic
and then they can be shared and passed to review for a test.
is an export of Japan.
is an import of Japan.
is the money unit of Japan.
is a large city in Japan.
is a major occupation in Japan.
Coded and Cued Assignments

Reading. For struggling readers, the letters can be color coded to help them determine long
and short vowels for a short time. This will help them start to see the patterns in what makes a
long vowel long and what makes a short vowel short. We used red for silent vowels, yellow for
short vowels, and green for long vowels. Bossy R was purple (royal colordo what I say.)
118
2014-2015
Story problems. For some students understanding the words which mean subtract or divide
and words which mean add or multiply are very confusing. Sometimes, we go through and circle
the multiplication or addition story problems and put a square around the division or
subtraction problems. Then we underline the words that tell them which made it that particular
action.
The story of my life as a __________________- grader.

Give each student a roll of adding machine tape. Each day, have the students write down
something they learned that day. They can write, draw a picture, use facts, or cut out a picture
from a magazine if it works for what they learned that day. They begin rolling the tape the other
way and use a paperclip to secure it. At the end of the year, they have a biography of what they
learned that year. For young students, have them bring a shoebox from home which has been
covered or spray painted a solid color. Make two slits in the box on the lid large enough for the
tape to come up from the bottom and over the top and then down to the other side and down.
Drill four holes, two on each long side of the box. Run a dowel rod through the holes from one
side to the other. On the one on the left, run the dowel rod through the adding machine tape
holding it in place. Run the adding machine tape up through the first slit in the lid and then
back down through the second slit. Tape the end of the adding machine tape to the second dowel
rod which has been run through from one end to the other. The students can then roll through
their year and it will keep you from having runaway adding machine tape with little ones.
Parents will love you for this because it will be a keepsake for their children. It will also be a nice
exit ticket for the students each day.
Ways to Demonstrate Mastery Using Howard Gardners Multiple Intelligences
After studying a subject, the students do not always have to take a paper and pencil test. They
can show you they learned the material in a variety of ways. You will need to develop a rubric for
each one based on the age level of the students you are working with and their particular
intelligence level.
Linguistic. These students are very good with words. They can write plays, movie scripts,
puppet shows, television programs or develop crossword puzzles to demonstrate mastery. They
will share with the entire class through their chosen medium.
Logical. These students are very sequential and like patterns. They like multiple step science
experiments. They might like to read two books and find the similarities between the two books.
For instance, we had a student who found similarities between Abraham Lincoln and Ulysses S.
Grant.
Bodily Kinesthetic. These students like to touch and feel everything. They might like to build
dioramas, create a dance representation of the events, or build an outside game based on the
principles of what you studied. They can still write a report about the topic, but their main grade
will be based on the bodily kinesthetic project.
Spatial. These students are good with space and visualization. Let them draw, paint, or sculpt a
product to depict what theyve learned. Let them create the Battle of Gettysburg with Legos etc.
They can create a maze game that uses flash cards with questions. These are the students that
can look at those pictures of gears and tell you which peg will move when the gear goes left.
119
2014-2015
Musical. These are typically your auditory learners. Let these students tell stories, write songs,
or tell a story through interpretive drumming. These are the students that can tell you verbatim
what you said on Tuesday at 9:17 a.m.
Interpersonal. Let these students teach a lesson they develop for the class. These are the
students that would love the challenge of a PowerPoint story to teach to the class. A lot of
teachers rank high in this category.
Intrapersonal. These are the students who are shy, so they wont want to stand up in front of
the class and give a lecture on the trials and tribulations of the depression era as it relates to the
octogenerians who hoard money in the current century. These are the students who would be
happy to take the multiple choice test. However, these are also the very students who are selfmotivated and could self-direct their own learning if given the opportunity.
Naturalist. These are the students who can draw upon certain features of the environment.
Depending on the topic being explored in the classroom, there may be ways to connect this for
evaluation. For instance, if you were studying the environment, these students might develop a
science experiment for the class outdoors and bury the following in a pair of pantyhose: a
Styrofoam cup, an empty soda can, a banana peel, some coffee grounds and a piece of paper.
The student could bury this in the outdoor area of the school and then dig it up and comparing it
to the original map of the pantyhose to show the class how things disintegrate over time.
Student Success
John Hattie, the author of Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to
Achievement found that students measuring their own success had a profound impact on their
learning. Each student should have a notebook or folder for each subject. In the front of that
binder, they should have a workbook sheet where they graph their score for each paper they turn
in to the teacher and receive back. There should be no excuse for a child not knowing how they
were doing in each class. See the example of a student scoring guide in the Workbook section
for this part of the book on page 106.
Color Coding
I think educators should teach organizational skills to students at every age level. When I
worked with incarcerated youth, I was amazed that they could lose an assignment in such a
small space. I was only able to give them file folders, so I gave them a color folder for each
subject.
Red= Reading
Orange= Language
Yellow= Math
Green= Science
Blue= Social Studies
Purple= Other
When I gave them a duplicated copy of work to complete, I would run a coordinating color
marker down the side of the papers so it had a tinge of that color on the edge. The students
knew which folder it went in if they found a loose paper. If the students produced the work
120
2014-2015
themselves on notebook paper, I taught them to take their crayon and make a dot in the upper
right hand corner. (We couldnt have markers because they would sniff them.)
When I moved to Kindergarten, I used the same color coding system for them and I had them
keep their work in a plastic magazine stand beside their table. When I worked with older
students, I had them keep their folders in a large 2 inch binder so all their work was together.
This color coding system has worked well for me over the years. My turn-in bins matched the
color of the work to be turned in as a cue for correct filing within the classroom. My bulletin
boards even matched the color coding system. Example: Anything having to do with Math was
on a yellow bulletin board.
Parents
When you have open house night, talk to parents about color coding their children at home. We
used a color coding system for our three children. Each child had a milk crate by the back door.
At night, before they went to bed, they had to fill their milk crate with the proper materials to go
to school the next day: backpacks, permission forms, PE shoes, Library books, science
experiments etc. had to be ready to go before bedtime. This avoided any scuffling in the
morning when children and adults tend to be tired and cranky.
Backpacks
Get a luggage tag from the dollar store. Flip the address card over and write all the things that
need to go inside the backpack from school to home and home to school. More cards can be cut
and labeled A day, B day. Etc. The cards can be color coded to assist those students who
need more mnemonic cues. This helps students be prepared. They can take an erasable marker
and draw a line through each thing as they load the backpack.
Agenda Books
Some students never get their assignments written down in the agenda book. Many times this is
not due to laziness. It is due to the inability to transfer from the vertical plane to the horizontal
plane. This is a learning disability and educators would never mark a student down in grade for
having a learning disability. For these students who habitually dont get the assignment written
down, print off the assignment on an address label and teach the student to go get the label off
your desk and put it in their agenda book. This is not babying a student. This is making an
accommodation for their disability. Remember what your objective is- is it to teach writing and
copying or to get the assignment done?
121
2014-2015
Worksheet Section
122
2014-2015
Workbook Page One: Hierarchy of Interventions (see example on page 48)
123
2014-2015
Workbook Page Two: Competing Pathway Chart (Sample on page 28)

the long term?

target behavior?
(Antecedent)

(Behavior)
What
target behavior
unnecessary?
What new behaviors


reinforcement)
(Consequences)

the adult behavior
new replacement
behaviors?
Based on the work of ONeill and Horner, 2005
124
2014-2015
Workbook Page Three: Group Contingencies and Group Rewards (Starting on Page 63)
Day 1:
Contingency to try:_____________________________________________________
Reward to Earn: ______________________________________________________
Day 2:
Reward to Earn: ______________________________________________________
Day 3:
Reward to Earn: ______________________________________________________
Day 4:
Reward to Earn: ______________________________________________________
Day 5:
Reward to Earn: ______________________________________________________
125
2014-2015
Workbook Page Four: Social Autopsy (from page 56) Based on the ideas of Rick LaVoie, 2005
CSI
Heres what was

going on:
Heres what I
did that caused a
social error:
Heres what
happened when
I did that:
Heres what I
should do to
make things
right:
Heres my plan
for next time it
happens:
126
2014-2015
Workbook Page 5: The Four Ps for Raising Self Esteem (from page 57)
Proficiency
Public Relations
(What skills are they lacking?)
(How can we make them look good?)
Student
Philanthropy
Power
(How can we give them power over their
emotions?)
(How can we set them up to help others?)
Start Date:_____________________________
Baseline grades _______________________________________________________
Baseline target behavior _________________________________________________
Probe Date (one month later):_____________________________
Probe grades _______________________________________________________
Probe target behavior _________________________________________________
127
2014-2015
Workbook Page Six: Student Teacher Rating Sheet

Student Name:_____________________________________________
Date:____________________________________________________
Hour
One
T
S
Hour
Two
T
S
Hour
Three
T
S
Hour
Four
T
S
Hour
Five
T
S
Hour Six
T
Hour
Seven
T
S
Respect
personal
space
between
each
other
Turn
work in
on time
Keep
hands
and feet
to self
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=_______________________________________________
Prize tomorrow for 50-57=_______________________________________________
128
2014-2015
Prize for 49 or lower=___________________________________________________

Student Copy of Teacher Student Rating Sheet- This sheet should be laminated so the student
can reuse.
Hour
One
My score
Hour
Two
My score
Hour
Three
My score
Hour
Four
My score
Hour
Five
My score
Hour Six
My score
Hour
Seven
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
Keep
hands
and feet
to self
Total
from
teachers
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.
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 teachers score!
129
2014-2015
Young Child copy of Teacher Student Rating Sheet- This sheet should be laminated so the
student can reuse.
Hour
One
My score
Hour
Two
My score
Hour
Three
My score
Hour
Four
My score
Hour
Five
My score
Hour Six
My score
Hour
Seven
My score
Respect My score
personal
space
between
each
other
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
Keep
hands
and feet
to self
My score
Teacher
writes
points
on sheet
for them
130
2014-2015
Free or Inexpensive Rewards 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 dads 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 reward. 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 its 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: Heres a picture of a blue blouse that Im
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 dont have grandma and grandpa nearby- trade with another
family taking turns to keep each others 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.
131
2014-2015
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 cant read, you can use pictures.)
23. Make a story on the computer with your child using Microsofts 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 rewarded 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 Dads 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 reward.
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 hereturn right here. If they happen to steer you into a
Baskin Robbins Ice Cream Parlor, it wouldnt 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.
132
2014-2015
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 childs 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 childrens 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 reward, give them the box and help them plan and decorate the
box to turn it into anything their imagination desires.
44. Make Papier-mch 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. Its 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 childs 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
133
2014-2015
people who are hiding. Its 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 theyd 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
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 didnt work out for others) and let the
child paint a mural on their bedroom wall.
134
2014-2015
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, gokart riding, or whatever would float your childs 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 teenagers 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 teens bedroom and the teen
redecorates the parents 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.
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.
135
2014-2015
23. Tape record your students 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 students 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 teenagers room, in their books they use at home
(you dont 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. Its 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 CDs into the program and mix and match their favorite songs onto
one CD so they dont have to flip through CDs 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 Rewards for Educators follow this link:

go to www.behaviordoctor.org. Click the training tab and then click material download. Scroll
down to the heading rewards.
136
2014-2015
Workbook Page 7: Multiplication Page for Students

Multiplication Page for _________s
Name________________
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
137
2014-2015
Workbook Page 8: Students Measuring Their Own Success

Subject __________________________________- Name_______________
My Grades
Assignment
A
B
C
D
F
Assignment
Assignment
Assignment
Assignment
90100%
8089%
7079%
6069%
5059%
4049%
3039%
2029%
1019%
0-9%
Write your score in the correct level and then color in the graph to match your score. Then take out your calculator and add all five
numbers and divide by 5. That is your average score for the week. Write that number here
_______________________%. Be sure to have your parents sign this paper each Friday and bring back on
Monday.
138
2014-2015
Workbook Page 9: Universal Screening

Behavior
Expectations
Student
Names
5= almost always, 4= most of the time, 3= sometimes, 2= hardly ever, 1= never or rarely
Burke, M., Davis, J., Lee, Y. H., & Hagan-Burke, S. (2011). Universal screening for behavioral risk in
elementary schools using SWPBS expectations. Journal of Emotional Behavior Disorders
139
2014-2015
Workbook Page 10: Three Stars and a Wish Journal Page

Three things that went well this week. One thing I wish had gone differently.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
140
2014-2015
Homework Assignments
141
2014-2015
Homework Assignment for Month One
1. Go to go to www.behaviordoctor.org. Click the training tab and then click material

download. Scroll down to data collection tools and download the correct FBA Data Tool
for your computer.
2. Download this tool.
3. Each of you will pick one student and work with a behavior support team within your
school to collect 5-10 days of data (make sure you have enough data). Choose a student
that is not a frequent flyer- your first time, the student should be someone with 5 or so
behaviors per day, not a student who interrupts the teacher 63 times an hour. Using the
tool you downloaded you will print off data collection sheets for each adult who works
with the student and have them collect data for you.
4. Assemble your behavior support team
5. Fill out the student strengths and needs sheets as a team on the student
6. Enter the demographics, date and time
7. Choose the criteria you will report on- antecedents, contexts, behaviors (no more than
three) , consequences (remember what consequences are)
8. Print out paper forms and give them to everyone who will have contact with the student
over the next number of days you will collect data. They need one for each day.
142
2014-2015
9. Bring all the copies with you next month to class- we will enter them on your computer
in the FBA Data Tool. YOU MUST HAVE DATA NEXT MONTH- NO EXCUSES
Notes:
143
2014-2015
Homework Assignment for Month Two:
1. You will continue to work with student A and implement the behavior intervention
plan you wrote today.
2. Make sure everyone who works with the student knows the plan and will implement it
consistently.
3. Begin collecting data on student B. You may use any of the new data tools we
discussed today, or you may choose to use the ABC data tool. If you use one of the other
tools you must make anecdotal notes of the consequences, contexts, and antecedents
which may or may not influence the behavior. You will use this information to analyze
the data.
4. Collect between 5 and 7 days of data. Make sure you have enough data on student B.
You must have data for Student B when you come back next month.
5. Fill out the Data sheet at the back of this book. You will turn this in on the last class.
6. Dont forget to fill out your student strengths and student needs sheet prior to
determining which behavior data sheet you will use.
Notes:
144
2014-2015
Homework Assignment for Month Three:

1. You will continue to collect data for student A- this will be follow-up data. (probe once
a week)
2. You will continue to collect data for student B- this will be intervention data. (probe
once a week)
3. You will collect data on student C. Using the information on page 60 about the Four Ps
of Raising Self Esteem you will first collect baseline data on two things:
a. Grades in all core subjects
b. One behavior you would like to target for change using any data collection tool we
have studied.
c. After you have your baseline- put your Four P intervention in place:
i. Proficiency- figure out what skills they are lacking academically and
socially and teach them appropriately based on those needs
ii. Power- figure out how you can help them have power over their emotionsbreathing, counting, walking etc.
iii. Public relations- figure out how to make them look good in front of their
peers. You cannot stand them up in front of the class and have everyone
cheer for them- that does not work
iv. Philanthropy- have them help someone else consistently- teacher helper,
mentor a younger class, collect food for a community pantry etc.
d. Right before our next class collect data again on the same behavior using 3 days
of probes and average the three days and average grades again. Bring your
results to class.
Notes:
145
2014-2015
Homework Assignment for Month Four:

1. You will continue to collect data for student A- this will be follow-up data. (probe once
a week)
2. You will continue to collect data for student B- this will be follow-up data. (probe once
a week)
3. You will continue to collect data for student C- this will be follow-up data. (probe once
a week)
4. You will collect data on student D. You may use any of the techniques or tools already
used in class. This is your baseline data. Plug it into a competing pathway chart once you
have analyzed the data.
5. Bring your plan to class.
6. Notes:
146
2014-2015
Homework Assignment for Month Five: Student Learning Style

Survey
1. You will continue to collect data on student A. This is follow-up data and you only
need one probe for the month.
2. You will continue to collect data on student B. This is follow-up data and you will need
to collect data probes once per week.
3. You will continue to collect data on student C. This is intervention data because you
are continuing the 4 Ps. You will collect a data probe once per week.
4. You will capture data on student D. You will use the Student Learning Style Survey
and then implement the interventions appropriate for their color. Take baseline data on
grades and behavior (just like for the 4 Ps) prior to interventions. Put the interventions
in place during this month and prior to coming to class next month take a probe data to
report to the group.
147
2014-2015
Homework Assignment Six: Class Presentations

1. You will collect one more probe of follow-up data on student A
2. You will collect one more probe of follow-up data on student B
3. You will collect one probe of follow-up data on student C
4. You will collect three probes of intervention data on student D
5. You will begin baseline on your fifth student and bring that data
6. You will bring a Science Fair type exhibit to class to show off all 5 of your students with
their data.- Take pictures of anything you used such as: antecedent modifications or
manipulations, replacement behavior teaching tools, how you modified your own
behavior. Do not show pictures of real students or use real student names. You will be
able to use this display to teach your school about what you learned in this class.
7. You will present a PowerPoint to the class on your most successful student. You can
present as a group- but all of you need to have slides with data about what you did and
how it worked out. The purpose of this presentation is to show others your interventions
in the class and also to prepare you for demonstrating to your school what you learned.
8. You will incorporate what you learned from this class.
a. You must include baseline, intervention and follow-up data on 3 of your 5
students. Baseline and intervention data on student D and Baseline on your
fifth student- Student E.
b. Do NOT use any real names but give us background information
i. Grade
ii. Disabilities if any
iii. Strengths and needs
iv. Interventions you employed
v. Success or barriers you met with and how you accommodated for them
c. You need to either email a copy or bring me a USB to transfer your PowerPoint.
d. Feel free to bring handouts for the class- make it fun for the other participants.
148
2014-2015
Data Sheet to Turn in At Last Class: Must Show This Sheet Each Month
Name:_______________________________School:_________________________
Student
Background
Month
Month
information
Two
Three
Baseline
Month Four
Month Five
Month Six
Intervention
Follow-up
Follow-up
Follow-up
Baseline
Intervention
Follow-up
Follow-up
Baseline
Intervention
Follow-up
Baseline
Intervention
Decrease from Baseline
Baseline
149
2014-2015
Appendix A
Background Information on Student A
Age:
Grade:
Abilities:
Target Behavior (s):
Strengths:
Needs:
Interventions:
Successes:
Barriers:
150
2014-2015
Appendix B
Background Information on Student B
Age:
Grade:
Abilities:
Strengths:
Needs:
Interventions:
Successes:
Barriers:
151
2014-2015
Appendix C
Background Information on Student C
Age:
Grade:
Abilities:
Strengths:
Needs:
Interventions:
Successes:
Barriers:
152
2014-2015
Appendix D
Background Information on Student D
Age:
Grade:
Abilities:
Strengths:
Needs:
Interventions:
Successes:
Barriers:
153
2014-2015
Appendix E
Background Information on Student E
Age:
Grade:
Abilities:
Strengths:
Needs:
Interventions:
Successes:
Barriers:
154
2014-2015
Formula for Determining Decrease from Baseline:

(I-B)/B=D*100
Intervention Data= I Baseline Data= B and Decrease = D
Intervention Frequency = 3 times per day
Baseline Frequency = 34 times per day
3-34= -31
-31/34= .91176
91 x 100=
91% Decrease from Baseline
155
2014-2015
NOTES:
156
2014-2015
References
Achenbach, T. M. (1991). Manual for child behavior checklist. Burlington, VT: University of
Vermont, Dept. of Psychiatry.
Alberto, P., & Troutman, A. (2003). Applied behavior analysis for teachers (6th ed.). Upper
Saddle River, NJ: Merrill Prentice-Hall.
Alliance for Excellent Education. (n.d.). About the crisis. Retrieved August 21, 2010, from
http://www.all4ed.org/about_the_crisis
Atchison, B. (2007). Sensory modulation disorders among children with a history of trauma: a
frame of reference. Kalamazoo, WI. Language Speech and Hearing (April 38, (2) 109116.
Bambara, L., Dunlap, G., & Schwartz, I. (2004). Positive behavior support: Critical articles on
improving practice for individuals with severe disabilities. Dallas, Texas: Pro-Ed.
Bambara, L. M., & Knoster, T. (1998). Designing positive behavior support plans. Innovations
Research to Practice Series. Washington, DC. American Association on Mental
Retardation.
Bandura, A. (1976). Effecting change through participant modeling principles. In J. D.
Krumboltz & C. E. Thorensen (Eds.), Self-control: Power to the person (pp. 86110). Pacific
Grove, CA: Brooks/Cole.
Bhaerman, R., & Kopp, K. (1988). The schools choice: Guidelines for dropout prevention at the
middle and junior high school. Columbus, Ohio: Naitonal Center of Research in
Vocational Education.
Blanchard, K., & Lorber, R. (1984). Putting the one-minute manager to work: How to turn the 3
secrets into skills. New York, NY: Berkley.
Brandmeir, J. (Director). (2006). The child connection [Motion Picture]. USA: Better Life
Media.
Brown, F., Gothelf, C., Guess, D., & Lehr, D. (2004). Self-determination for individuals with the
most severe disabilities: Moving beyond chimera. In L. Bambara, G. Dunlap, & I.
Schwartz, Positive behavior support: Critical articles on improving practice for
individuals with severe disabilities (pp. 2231). Dallas, Texas: Pro-Ed.
Burke, M., Davis, J., Lee, Y. H., & Hagan-Burke, S. (in press). Universal screening for behavioral
risk in elementary schools using SWPBS expectations. Journal of Emotional Behavior
Disorders
Center for Disease Control and Prevention. (2010, November 12). Morbinity and mortality
weekly report. Retrieved February 14, 2011, from
http://www.cdc.gov/mmwr/pdf/wk/mm5944.pdf.
Crisis. (n.d.). In WordNet web. Retrieved from
http://wordnetweb.princeton.edu/perl/webwn?s=crisis.
Crone, D., & Horner, R. (2003). Building positive behavior support systems in schools. New
York, NY: Guilford Press.
Data Accountability Center. (2008). Welcome to Data Accountability Center.Retrieved August
21, 2010, from https://www.ideadata.org.
157
2014-2015
Drummond, T. (1993). The student risk screening scale (SRSS). Grants Pass, OR: Josephine
County Mental Health Program.
DuFour, R., Eaker, R., Karhanek, G., & DuFour, R. (2004). Whatever it takes: How professional
learning communities respond when kids dont learn. Bloomington, IN: Solution Tree.
Durand, V. M., & Crimmins, D. B. (1992). The motivation assessment scale (MAS)
administration guide. Topeka, KS: Monaco and Associates.
Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P., et al. (2010).
Prevent teach reinforce. Baltimore, MA: Brookes.
DuPaul, G., & Weyandt, L. (2006). School-based intervention for children with attention deficit
hyperactivity disorder: Effects on academic, social, and behavioural functioning.
International Journal of Disability, 161176.
Gelfand, J. L. (2009). Parenting guide. Retrieved February 14, 2011, from WebMD,
http://www.webmd.com/parenting/guide/sleep-children.
Gresham & Elliott (1990). Social skills rating system. Circle Pines, MN: American Guidance
Service.
Haydon, T., Conroy, M., Sindelar, P., Scott, T. M., Brian, & Marie, A. (2010). Comparison of
Three Types of Opportunities to Respond on Student Academic and Social Behaviors,
Journal of Emotional and Behavioral.
Disorders, 18(1), 27-40.Iwata, B., & DeLeon, I. G. (1996). The functional analysis screening tool.
Gainesville, FL: The Florida Center on Self-Injury.
Kamphaus, R. W., & Reynolds, C. R. (2007). BASC-2 behavioral and emotional screening
system manual. Circle Pines, MN: Pearson.
Lewis, T. J., Scott, T. M., & Sugai, G. (1994). The problem behavior questionnaire: A teacherbased instrument to develop functional hypotheses of problem behavior in general
education settings. Diagnostique, 19, 103115
Live Science (2009). Want a favor? Whisper in the right ear. Commission of European
Communities.
Marzano, R. (2003). Classroom management that works: Research-based strategies for every
teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
ONeill, R., Horner, R., Albin, R., Sprague, J., Storey, K., & Newton, J. (1997). Functional
assessment and program development for problem behavior: A practical handbook
(2nd ed.). Pacific Grove, CA: Brooks.
Parker, H. (2002). Problem solver guide for students with ADHD. Plantation, FL: Specialty
Press.
Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. New
York, NY: Simon & Schuster.
Putnam, S. (2002). Keeping up the motivation to exercise. CHADD: ATTENTION, 2125
Rief, S. (2005). How to reach and teach children with ADD/ADHD. San Francisco, CA: JosseyBass.
Walker, H. M., Severson, H. H. (1992). Systematic screening for behavior disorders. Longmont,
CO: Sopris West.
158
2014-2015
Sheets, S. (2008). Apnea. Retrieved February 14, 2011, from Kids Health,
http://kidshealth.org/parent/general/sleep/apnea.html.
Sheridan, S. (1995). The tough kid social skills book. Longmont, CO: Sopris West.
Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting
events for coercion? Behavioral Disorders, 92102
Springer Science Business Media. (2009, June 23). Need something? Talk to my right ear.
Science Daily. Retrieved February 14, 2011, from http://www.sciencedaily.com
/releases/2009/06/090623090705.html.
Towers, R. L. (1987). How schools can help combat student drug and alcohol abuse.
Washington, DC: National Education Association of the United States.
U.S. Department of Education. (1986). Schools without drugs. Washington, DC: Author.
Webb, J. (2000). Mis-diagnosis and dual diagnosis of gifted children: Gifted and LD, ADHD,
OCD, oppositional defiant disorder. Annual Conference of the American Psychological
Association (p. 15). Washington DC: N/A
Whitaker, B. (2010, May 28). CBS reports. Retrieved August 21, 2010, from CBS News:
http://www.cbsnews.com/stories/2010/05/28/eveningnews/main6528227.shtml?tag=c
urrentVideoInfo;videoMetaInfo.
159
2014-2015

2015 Bbe

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2015 Bbe

Uploaded by

Copyright:

Available Formats

Building Behavioral Expertise in Your School

Sixth Edition- 2014-2015 School Term

Causal Science Investigator

This book is from Behavior Doctor Seminars

Ten Rules of Behavior:

What is Your Definition?

What is your definition of a functional behavior assessment? ________________________

Poor impulse control

Lying on the floor and refusing to move

A tantrum includes at least three of the following behaviors occurring in conjunction

Also, the team might include any of the following people:

Brings back homework

Asks questions when unclear

Help in keeping negative opinions to himself

Help in calculations for multiplication skills

Help in taking constructive feedback

How Much Data Should You Collect?

Disruptive outburst means a

Physical aggression means

Please pair up with a small group and tabulate the data:

A. Total Days of Data:____________________

Day of the Week

Now tally the contexts:

letter Tallies of each

Next tally the antecedents:

Now we will look at antecedents paired with each behavior:

Interaction with others

Next we will do the same thing with consequences:

LETTER Stopped Continued Intensified

Personal space given

What patterns did you see for time of day?

What patterns did you see for day of week data?

When teacher attention is on others, child throws objects

When Scout has ___________, Scout has a disruptive outburst, to __________________.

When Scout has ____________, Scout shows physical aggression, to ________________.

What adult or peer behaviors

What is the goal behavior?

What adult or peer behaviors

What behavior are you

What new behaviors

How might you change

What adult or peer behaviors

What is the goal behavior?

What event or setting

What behavior are you

What new behaviors

What adult or peer behaviors

How might you change

Competing Pathway Chart: ONeill & Horner, 2005

What adult or peer behaviors

What is the goal behavior?

What event or setting

What adult or peer behaviors

What behavior are you

What new behaviors

How might you change

Competing Pathway Chart: ONeill & Horner, 2005

What adult or peer behaviors

What is the goal behavior?

What event or setting

What adult or peer behaviors

What behavior are you

When Scout has _, Scout has a disruptive outburst, to ________.

When Scout has , Scout shows physical aggression, to ____.

Codes: (b) = biting etc. - -_