Behavior Intervention Menu

Behavior
Intervention
Menu
What is the function?
Determine an intervention.
Choose the reinforcement!

9/30/19 Update Jessica Forsdick M.Ed., BCBA, LBA Nicole Burgener M.S., BCBA, LBA
CONTENTS:
1. Common behaviors in classrooms
a. Running/eloping
b. Shredding the room
c. Disruptive movement
d. Vocalizing
e. Refusing / withdrawing
f. Producing
g. Aggressing
h. Not ready to learn
2. Data Tracking Forms
a. Frequency data
b. Duration data
3. Interventions
a. Behavioral Momentum
b. Chart Moves/Spinner
c. Check in, Check out (Dr. Leanne Hawken)
d. Contracts
e. Home Notes
f. Self Monitoring
g. Peer Support Model
h. Token Economy
i. Visual Schedule
4. Reinforcers
a. Keys to Success
b. Specific Reinforcement Examples
5. Appendix
6. Resources

1

2

Behaviors
What is the most common behavior
in need of support?

3
Running/Eloping:
leaving the area
Attention
Clues: looking back at staff, coming back to activity/task then leaving again,
satisfaction when staff approaches.
Mild: Moderate: Severe:

“contract” pg 22 “chart moves/spinner” pg 19 bring data from previous
“peer model” pg 25 “CICO” pg 20 strategies to school behavior
“token economy” pg 27 “peer model” pg 25 team
Escape
Clues: no looking back, not returning to activity/task, trying to escape more when
staff approaches.

“behavior momentum” pg 18 “chart moves/spinner” pg 19 bring data from previous
“contract” pg 22 “CICO” pg 20 strategies to school behavior
“token economy” pg 27 “self-monitoring” pg 24 team
Access
Clues: continuously going to the same item, running away when access to a
desired item is withheld.

“home notes” pg 23 “CICO” pg 20 strategies to school behavior
Sensory
Clues: leaving to use the bathroom, fidgeting before running and returning.


Mild Moderate Severe
(ex: leaving the immediate area (ex: moving more than 10 feet from
(ex: leaving the
of the activity/task) activity/task without intent to
classroom/school)
leave)
4
Shredding the Room:
destroying materials or objects in path
Attention
Clues: looking to see if staff is looking at them, doing more destruction as
teachers ignore the behavior.

Escape
Clues: destroying items directly related to activity/task, continuously getting out
of demands by destroying objects.

Access
Clues: when a desired item is withheld, they destroy items until access is granted.

Sensory
Clues: repetitively destroying similar items, fidgeting that destroys items.


(ex: destroying own items in the (ex: destroying items of
immediate area of the (ex: destroying others’ items or items high cost, items in the
activity/task) in the surrounding area.) entire classroom or
school)
5
Disruptive Movement:
does not sit still

Attention
Clues: getting a reaction from staff/peers, getting attention from staff (even
verbal reprimands).

Escape
Clues: getting out of doing an activity/task, getting removed from area for
disruption.

Access
Clues: getting access to a desired item/activity when being disruptive.

Sensory
Clues: repetitive motions (tapping pencil, bouncing, shaking legs).


(ex: moving body in their (ex: disrupting entire
(ex: moving body in other
immediate area) classroom/school
students’/teacher’s space)
environment frequently)
6
Vocalizing:
making inappropriate noises, talking out of turn, disrupts
classroom with sound
Attention
verbal reprimands).

Escape
Clues: getting out of doing an activity/task, getting removed from area for
disruption.

Access
Clues: gaining access to a desired item/activity when being disruptive.

Sensory
Clues: repetitive vocalizations, vocalizations when hungry, in pain or needing to
use the bathroom.


(ex: speaking out of turn, (ex: frequent classroom
making quiet vocalizations)) (ex: loud disruptive vocalizations) disruptions affecting
other students learning)
7
Refusing/Withdrawing:
does not participate in classroom activities, does not engage
socially or academically
Attention
Clues: gains access to staff/peer attention when not engaging.

Escape
Clues: not engaging in the activity/task to get out of doing the work.

Access
Clues: not engaging when a preferred item/activity is withheld from them..

Sensory
Clues: not engaging when they need to use the bathroom/hungry/in pain, they
are overstimulated or under-stimulated.


(ex: head down, not (ex: falling behind in
participating in an (ex: not engaging with teacher or academic/social skills
activity/task) peers throughout the day) due to lack of
engagement)
8
Producing:
uses bodily fluids in any inappropriate way

**BODILY FLUID PRODUCTION IS A SAFETY AND HEALTH HAZARD. CONSULT WITH

BEHAVIOR TEAM IF FREQUENT PRODUCTION IS HAPPENING IN YOUR CLASSROOM.**
**Bodily fluid production may be a sign of medical issues.**
**Consult with parents and school nurse if medical concerns arise.**
Attention
Clues: getting attention from staff/peers, getting attention from staff (even verbal
reprimands), increased behavior if staff/peer ignores them.

Escape
Clues: getting out of doing an activity/task, getting removed from the area.

Access
Clues: bodily fluid production is used to gain access to a desired item. .

Sensory
Clues: using aggressive behaviors when they need to use the bathroom/hungry/in pain,
when they are overstimulated or under-stimulated.


(ex: occasional spitting) (ex: excessive bodily fluid

(ex: frequent spitting)
production)
9
Aggressing:
uses aggressive behaviors towards self or others, can be verbal
or physical
Attention
verbal reprimands), increased aggression if staff/peer ignores them.

Escape
Clues: getting out of doing an activity/task, getting removed from the area.

Access
Clues: using aggressive behaviors to get a desired item/activity when it is
withheld.

Sensory
Clues: using aggressive behaviors when they need to use the
bathroom/hungry/in pain, when they are overstimulated or
under-stimulated.


(ex: minor verbal threats or
(ex: verbal threats, infrequent and (ex: severe verbal threats, frequent
aggressive actions towards
minor aggressive acts towards aggressive acts towards others/self,
others/self without actual infrequent severe aggressive acts)
others/self)
contact)
10

Not Ready to Learn:

unprepared for classroom activities, does not have basic classroom skills

Attention
Clues: being unprepared or not using appropriate classroom skills to get
attention from staff/peers.

Escape
Clues: being unprepared or not using appropriate classroom skills to avoid
doing an activity/task.

Access
Clues: gaining access to staff/peer help or desired items/activity.

Sensory
Clues: needing to use the bathroom/hungry/in pain.


(ex: not being prepared for
(ex: not prepared for the
classroom activities (ex: not being prepared for classroom
entire school day,
sometimes) activities frequently)
unable to learn)

11

Data
Tracking
Don’t Forget to track data on the
behaviors you are seeing!
12
Data can be used to show how
severe the behaviors are before you
try the interventions and then if the
behaviors are getting better after
you try an intervention!

What sheet should you use?
Frequency: total count of the behavior you are tracking.
Running/Eloping
Disruptive movement
Vocalizing
Producing
Aggressing

Duration: the time in which the student is engaging in the

behavior. Must have a noticeable start and end time.
Shredding the room
Disruptive movement
Refusing/withdrawing
Not ready to learn

You may want to use a different type, these are suggestions for the most
common tracking methods for these behaviors. If one method is not
working in the way you want, try the other!
ex. Vocalizing that has 35 vocalizations in 1 min… use duration!

13
Frequency Data Tracking Sheet
Student:_________________________________________________ Student ID#:____________________________________
Teacher:_________________________________________________ Data Collector: _________________________________
Description of the behavior:

Frequency: count/tally everytime the behavior occurred.
Time/Subject Monday Tuesday Wednesday Thursday Friday

Notes:

14
Duration Data Tracking Sheet
Student:_________________________________________________ Student ID#:____________________________________
Teacher:_________________________________________________ Data Collector: _________________________________
Description of the behavior:

Duration: note the time the behavior starts, the time the behavior ends and the total time.
Behaviors to be tracked this way must have a noticeable start and stop. .
Time/Subject Monday Tuesday Wednesday Thursday Friday
Start End Start End Start End Start End Start End

Notes:
15

Interventions
Choose an intervention that can help
you in your classroom!
16
These interventions are all evidence
based and targeted to a specific
student. This means you will be
targeting a specific student or small
group of students.

17
Behavioral Momentum/High Probability Requests
Goal: Increase compliance to teacher directions and increase
appropriate behaviors.
Preparation: Implementation:
1. Determine what requests have a 1. When you anticipate the student(s)
high compliance from the will not comply with a demand:
student(s). You will want three. a. Request the three high
compliance behaviors.
ex:
b. Request the low compliance
a. Give me “5”
behavior.
b. Touch your head c. Verbally praise student(s)
c. Stand up that were able to comply
2. Determine what with the command.
directions/requests have low d. Repeat the requests
compliance from the student(s). sequence until compliance
ex: is met.
a. Sit down e. If compliance is not met,
have a contingency in place.
b. Look at me
i. 2 min off recess time
c. Quiet voice
ii. clean desks after
3. You will be using this as an oral class
intervention with an individual iii. phone call to
student or a small group of parent(s)/guardian(s)
students. This call also be run
as a classwide strategy if that
makes more sense in your
classroom. This is used to get
compliance on the less
probable requests.
4. If visual prompts will help the
student(s) learn the behaviors
(english language learners,
younger populations). Post the
high probability commands with
pictures that correlate on the
student(s) desk or in a visible
place in the classroom.
a. See appendix pg 32.
5. Get materials ready for class.

18
Chart Moves/Spinner
Goal: increase on task behavior and task completion.
1. Determine what behaviors the 1. Teach student(s) the rules of
student(s) needs to have to spin and chart moves and how to use the
earn “. Use positive behaviors, do not
use “no hitting”, “no running”.
spinner.
ex: ex:
a. Calm body/Hands a. You will be earning
b. Quiet Voice breaks when you fill out
c. Body at desk your charts!
2. Determine how often the student(s)
gets to spin
b. If you are following our
a. Everytime positive behaviors class rules, we will come
are seen around to you and let you
b. At the end of each activity if spin our spinner (show
they had positive behaviors them the spinner). This
c. At the end of the day if they
followed the behaviors for
has different numbers of
most of the day moves that you will get to
3. Determine what spinner and chart fill out on your chart!
you will use c. Once you fill out your
ex: chart, you will get a 5 min
a. Use a different chart for each
student or one template for
break!
the whole class 2. Be sure to honor the breaks
i. appendix pg 33-34 3. Use positive corrections for
b. Pick a spinner and the behaviors
numbers of “moves” you will a. ““I noticed that you did
have on the spinner.
4. Determine when the free time will be
not have their body at the
accessed when their chart is filled desk, let’s make sure we
ex: keep our body at our
a. Function based (for most desks to earn free time”
common disruptive behavior
in the classroom)
i. Escape: break
ii. Attention: Free time
with peers/teacher
iii. Access: Time with toys
iv. Sensory: Movement
time
v. for more Function
specific see pg 30
b. Set up a structure for free
time if applicable
ex:
i. Reading

ii. Toys
iii. Teacher attention

19
Check-in, Check-out
Developed by Leanne Hawken, PhD.

1. How will the CICO be implemented in your school?
a. Who will be the CICO coordinator? (a staff member that has a flexible
schedule before and after school, is in the school everyday, is highly
positive and liked by students)
b. Where will CICO occur?
c. What is the maximum number of students that can be served on the CICO
at one time?
d. What is the name of CICO for your school (ex. HAWK program, HUG
program) and what is the daily progress report called?
e. Who will check students in and out when the coordinator is absent? (name
at least two people who can substitute)

2. Develop a daily progress report (DPR)
a. What will the expectations be? (consistent with school-wide?)
b. are the expectations positively stated?
c. Is the DPR teacher friendly?
d. How often are teachers asked to rate the student’s behavior?
e. Is the DPR age appropriate and include a range of scores?
f. Are the data easy to summarize?
g. Is there a place to write each student’s goals? (in case some students need
to start with a lower goal)

3. Develop a reinforcement system for students on the CICO
a. What will students daily point goal be?
b. What reinforcers will students receive for checking in and out (ex. praise
and lottery ticket)
c. What reinforcers will students receive for checking out AND meeting their
daily point goal?
d. How will you ensure students do not become satiated on reinforcers?
e. Consequences for students who receive major and minor referrals.

4. Develop a referral system
a. How will students be referred to the CICO? What are the criteria for
placing students on the CICO?
b. Have you developed a parental consent form for students participating in
the CICO?
c. What is the process for screening students who transfer into the school?
d. What is the process for determining whether students will start the next
year on CICO?

20
5. System for managing the daily data and evaluating student progress
a. Which computer program will be used to summarize data?
b. Which team in the school will examine the daily CICO data and how
frequently? (at least bi-weekly)
c. Who is responsible for summarizing the data and bringing it to the team
meetings?
d. How frequently will be shared with the whole staff?
e. How frequently will data be shared with parents?
f. What are your decision rules? How do you determine whether a student is
successful on a Tier 2 interventions such as CICO?

6. Plan for fading students off of the intervention
a. What are the criteria for fading students off of the CICO?
b. How will the CICO be faded and who will be in charge of helping students
fade off of the CICO? (self-management?)
c. How will graduation from the program be celebrated?
d. What incentives and support will be put in place for students who graduate
from the program? (ex. alumni parties, weekly check-in)

7. Develop staff training
a. Who will train staff on the CICO?
i. Include how to make a referral
ii. How to fill out the DPR
iii. Types of feedback statements to be made to students
iv. The process of rating students on the DPR should be modeled to the
staff by one of the behavior team members.
b. Who will provide teachers with individual coaching if the CICO is not being
implemented as planned?
c. Who will provide yearly booster sessions about the purpose and key
features in implementing the program?

8. Develop student and parent training
a. Who will meet with students to train them on the intervention?
i. Overview of the program
ii. How to CICO daily
iii. Adding up daily points
iv. Determine whether daily pont goals are met
v. Accepting feedback
vi. taking the DPR home
vii. Getting it signed and bringing it back
b. How will parents be trained on the intervention?
i. provide feedback to students

21
Contracts
Goal: Give student(s) ownership in their behavior change and have
documentation to hold them accountable.
Preparation: 4. Negotiate the contract with the
1. Define the specific behavior student.
that the contract is targeting. a. tell them why you are
Be specific. doing it and that you
b. hand in work by the end want to help them. Keep it
of the period without positive.
being asked. b. Discuss the target
c. talk in a calm voice to behavior, reinforcement
classmates with no and performance
arguing. contingency.
d. raise hand to get teacher i. tell them they can
attention or request help. change those if
2. Select the contract reinforcer(s) they want. you are
WITH the help of the student. open to
Give them a “menu” of negotiation.
reinforcement they can choose c. tell them the contract can
from. Make sure they be re-negotiated if
reinforcers are attainable, needed. If behavior
timely and cost effective. changes, so can the
3. Define the contract criteria. contract. Again, keep it
a. the amount of behavior positive.
you need to see 5. Put the terms of the agreement
b. the reinforcement in writing. Type it up with the
c. the contingency if they do student if you can. Make it look
not meet the criteria fun and targeted to the student.
d. add in a bonus clause for If they like planes, put a picture
exceptional performance. of a plane on it.
6. Set a date for reviewing the
contract.
7. Have ALL the people involved
sign the contract. Staff, parents,
and students. Give a copy of the
contract to each one.
8. See appendix pg. 01238 for
examples of contracts.

22
Home Notes
Goal: Utilize the support from home to encourage behavior change.
1. Determine what activities you 6. Teach the students the rules
will use with the intervention and expectations that will be on
ex: the home note.
a. Academic ex:
b. All a. This includes positive
c. Exercise/movement verbiage statements -
2. Determine what you will use for ideal to use the classwide
a contract expectations
ex: b. To earn reinforcement
a. printed form you have to get so many
b. student work good marks (smiley faces,
c. email or technology 5’s etc.)
3. Determine what reinforcers the c. If the whole class does
students will earn if they score well on their trackers we
high on their home note. will have a group
ex: reinforcement (party,
a. Function based (for most extra recess time etc.)
common disruptive 7. You can use the time when the
behavior in the students are being reinforced
classroom) to aid the students that did not
i. Escape: break finish in completing the
ii. Attention: Free time task/activity
with peers/teacher 8. Be sure to honor the parents
iii. Access: Time with and their comments if they have
toys concerns - utilize other
iv. Sensory: Movement resources if negative comments
time come back
b. Small edible treat 9. You positive corrective
4. Set up a structure for free time behaviors and encourage
if applicable students who did not get
ex: positive marks
a. Reading a. “Thanks for doing this one
b. Toys well, or thanks for coming
c. Teacher attention in what can we do better
5. Get materials ready for class tomorrow. I know you can
do it!”

23
Self-Monitoring
Goal: Have student(s) monitor their own behavior to encourage ownership
of their behavior change.

Preparation: 5. Go over the monitoring sheet
1. Define the specific behaviors with the student(s).
that the monitoring sheet is a. Discuss why you are
targeting. doing it and that this is
a. 3-4 positively stated going to help them in the
2. Define the behavior criteria. classroom. Keep it
a. the amount of behavior positive.
you need to see b. Discuss the target
b. the reinforcement for behaviors, reinforcement
different criteria and performance criteria.
c. the contingency if they do 6. Tell the student(s) that you will
not meet the criteria be checking in with them three
d. add in a bonus clause for times a day to chat about their
exceptional performance. behaviors.
3. Select the reinforcer(s). 7. Let the student(s) know that they
a. Escape: break will be scoring themselves with
b. Attention: Free time with the staff’s help.
peers/teacher 8. Practice the first check in with
c. Access: Time with toys the student(s) and allow them
d. Sensory: Movement time the reinforcement that is tied to
4. Identify who will be checking the the intervention.
monitoring sheet with the
student(s).
5. Identify the times of the day you
will be checking in with them.
a. Three times per day

24
Peer Support Model

What is a peer support tutor?
● A student that is used as an example and prompt for other students to
follow for positive classroom behavior.
● Use this to facilitate classroom jobs for students that show positive
classroom behavior consistently.
● A child who can be supportive and not “bossy”.
● A child who is accepting of others differences.
● A child who will reach out and connect with other students (personable).

What does a peer support tutor do?
● The peer support tutor consistently demonstrates the appropriate
behaviors in the classroom, during transitions, lunch, library time or recess.
● They hold other students accountable in a supportive way.
○ E.g. “Remember the class rules are….”
○ “Lets earn your points today, I’ll help you” (if they have a tracker).
● The peer support tutor should “learn with the other student”.
○ They are not the boss of the class, they are just prompting and
reminding the other student of the class-wide or school-wide
expectations when the teacher is busy.

When to use a peer tutor….
● If the student in need of support is fading their additional support
(behavior contract, check in check out) or may need only small or more
infrequent verbal reminders.
● If the student may have a difficult time making friends or following others
through observational learning the classroom or during larger transitions.

When NOT to use a peer tutor…
● When behaviors are dangerous or aggressive (to keep both parties safe)
● When behaviors are severely controlling or defiant
● When behaviors need to be retaught not just demonstrated or reminded
● If the student needing support will not listen to other students (this can be
used later to help generalization of that behavior but we do not want to
increase any negative social effects to that student or the peer tutor)

How to teach peer support tutors:
● Make sure the student knows that they are helping not telling the student
what to do.
● Remind the peer support student that if they are prompting the other
student and they are defiant to immediately find a teacher or an aide.
25
● Teach them they all students have “different needs” and may need extra
support
● Review appropriate behaviors with them so they understand what they are
specifically being an example for.
● Talk to them about what the student may do instead of following directions
○ “If a student around you is talking, wandering around the room or
may not know what to do for an assignment you can: (come get the
teacher or aide, show them what you are doing, ask them if they
would like some help, ask them if they have any questions or repeat
the teachers verbal expectations etc.”
● Make sure the student knows they are being an example of specific
behavioral expectations and they are making sure the classroom is
functioning with positive behavior.
● Be explicit with the instructions for each of the students and their
expectations of classroom phrases or school wide goals that they can
reiterate during classroom or recess free time.
● Make sure your students know they are supporting with mild corrections, if
the student needs more than a redirection or a reminder to get the
teacher for assistance.
○ Train them to not tattle tell, just to give you a nonverbal sign (fist,
number of fingers up) or come and talk to you discreetly to limit
public humiliation or outburst from that student.

Other things to consider…
● Try to have the tutor be a changing peer for different students - you may
have to find a good fit for each student who needs additional support.
● This is also a good way to reinforce and remind other students (especially
the peer support tutors) to maintain their positive classroom and
school-wide behavior.
● With teacher approval you may use an older student (that has been in the
class before) during transitions, on the playground or in the lunchroom to
help facilitate and remind the student in need of support the expectations.
Tell the support tutor as much (or as little) as you need to about the other
student and what they need support with the most.
○ E.g: “Sometimes our friends have a hard time transitioning to lunch
can you help talk them through that”.
○ “Sometimes our friends don’t understand how to put their things
away after reading time, can you help make sure they know what to
do?”
26
Token Economy
Goal: Engage students in classroom activities and stay on task.
1. Determine what token economy 6. Teach the student(s) the rules of
you will use for the student(s). the token economy
ex: ex:
a. Chart a. This is your token
b. Jar board/jar/chart. If you
c. Board earn all your tokens you
2. Determine how many tokens the will receive a break!
student(s) need to earn to b. You earn tokens when you
access reinforcement. are on task during
3. Determine what reinforcers the classroom activities.
student(s) will earn when they 7. Be sure to honor the
meet their token criteria. reinforcement they earn.
ex: 8. Correct behaviors in a positive
a. Function based (for most tone and encourage students
common disruptive who did not get their tokens.
behavior in the a. “Great job working hard,
classroom) let me help you finish this
i. Escape: break worksheet. I know you can
ii. Attention: Free time earn your tokens next
with peers/teacher time and get a break with
iii. Access: Time with your friends.
toys or small
trinkets
iv. Sensory: Movement
time
b. Small edible treat
4. Set up a structure for free time
if applicable.

27
Visual Schedules
Goal: Students will independently follow classroom routines and multiple
step directions.
1. Determine what activities you 5. Teach student(s) the rules of
will use with the intervention following the visual schedule.
ex: ex:
a. Academic a. if you follow the
b. Transitions directions the first time
c. Steps for difficult tasks and do it on your own you
2. Determine how you will may receive a ______ (treat,
individualize the visual schedule break, line leader
ex: position) etc.
a. Class-wide b. If the whole class follows
i. on board instruction the first time
ii. each student has we can have 2 extra
schedule minutes of free time!
b. Independent visuals 6. Be sure to honor the
i. Students who need reinforcement for the whole
the extra support class and the individual as well.
3. Determine what reinforcers the 7. Positively correct behaviors as
students will earn if they follow needed and encourage
the visual cues. students who did not follow
ex: directions the first time.
a. Function based a. “Great job following
i. Escape: break directions class. I did
ii. Attention: Free time notice some of our
with peers/teacher friends did not listen the
iii. Access: Time with first time though. Let’s
toys make sure we are all
iv. Sensory: Movement listening the first time.”
time
b. Small edible treat (m&m
while lining up)
4. Get materials ready for class

28

Reinforcement

29
Keys to Success

Whether it is verbal praise, a tangible item, or a
classwide activity make sure your reinforcement is:
Immediate
delivered closely following the behavior
Frequent
the more positive behaviors reinforced, the more you will see!
5:1 ratio of positives - negatives
Enthusiastic
be excited for the students to receive the reward
Eye Contact
Descriptive
verbal: describes the behavior or skill
tangible item/activity: is given alongside a description of the
behavior or skill that earned it.
Anticipated
create the excitement for the reward they are going to get!
Drum roll please!
Variety
have a selection of reinforcement that is meaningful and applicable
to the student(s)

30
Troubleshooting

Whether it is verbal praise, a tangible item, or a classwide activity make
sure your reinforcement is:
Immediate
is the reinforcement happening in a timely manner for the student to
understand? Do you need to do it sooner?
Frequent
is the student accessing the reinforcement schedule? Is it too spread
out? Does the student need to be reinforced more often?
Enthusiastic
is the person delivering reinforcement authentic in their enthusiasm
with the student? Is the correct type of enthusiasm being used? Does
the student like enthusiasm?
Eye Contact
does the student like eye contact? Is it reinforcing? Is the students
attention being captured before reinforcement is given?
Descriptive
is the praise describing the appropriate behavior in a way that the
student can understand and reiterate.?
Anticipated
do they know they will be reinforced? Do they know what they are
getting reinforced with?
Variety
does the student like the reinforcement?
Is the reinforcement function specific?

31
Bonus Reinforcement Strategy
Reinforcing rate of behavior: Reinforcing the different
rate of behavior you would like to increase or decrease.
Ex. If a student is yelling out in class 10x per day, reinforce when they only
yell out 5x per day.

Reinforcing incompatible behavior: Reinforce
behavior that is incompatible with the current negative
behavior.
Ex. If a student is yelling out in class, reinforce silence.

Reinforcing other/alternative behavior: Reinforce
any other behavior including other function related behaviors.
Ex. If a student is yelling out in class to get your attention, reinforce any
behavior that is appropriately requesting attention.

The key to these is

ignoring the behavior
that you do not want
to see and reinforcing
the ones you do!

32
Elementary Reinforcer List
Attention Escape

● Assist with morning ● Assist the custodian
announcements over the PA system ● Earn extra computer time
● Be a helping in another classroom ● Enjoy a positive visit with the
● Be featured on a photo recognition principal
board ● Outdoor break outside with class
● Teachers helper for the day ● Extra art time (or other activity)
● Earn tutoring time from teacher ● Walking field trip (on school
● Eat lunch with teacher or principal grounds)
● Eat with an invited adult ● Make deliveries to other teachers
● Eat with a friend in the classroom or the office
with a teacher or other staff ● Earn “quiet time”
● Positive visit with the principal ● Earn “alone time”
● Help read a book to the class or ● Earn “friend time”
give specific instructions ● Earn doing half of an assignment
● Read to a younger class ● Earn additional play, art, or free
● Leader of a class game time with teacher (structured)
● Positive call home

Access Sensory

● Draw on the ● Earn special chair
chalkboard/whiteboard ● Earn time doing physical activity
● Choose game during PE/recess ● Make deliveries to the office
● Free pass to school event/game ● Help with physical lifting
● Earn a trophy, book, certificate ● Earn walking trip (learning about
● Earn a small item leaves outside)
● Earn sitting by a friend ● Scavenger hunt for learning
● Earn book or video for class different bugs or items
● Earn an extra recess ● Dance party to favorite music in
● Keep a stuffed animal at their desk classroom
● Play specific game or puzzle ● Earn a specific fidget toy
● Play a computer game (or specific ● Earn extra bathroom breaks
favorite learning game)

33
SECONDARY REINFORCER LIST:

Privileges:

● Erase a tardy ● Essay page discount
● Extra tech time ● Just dance
● Chew gum for the day ● Kickball game staff v students
● Second chance ● Retake test/quiz
● Ping-pong tournament ● Ride in golf cart
● Class party ● sport/activity lesson for
● Choose your seat teacher
● Song or youtube DJ ● Sunglasses day
● Assignment or period outside ● Lip sync battle
● Theme day ● Free entrance to a game,
● Extra time for assignment dance, etc.

Tangible
● cookie/donut/treat
● fries/chicken nuggets
● Coupon for: bowling, laser tag, wendys frosty, mini
golf, itunes etc.
● Lotion/hand sanitizer (small items)
● Fidget spinner
● Dollar movie ticket
● Soda or root beer float/ vitamin water/gatorade

Recognition:
● Postcard or note home
● Certificate for specific praise (e.g: Aaron fulfilled ____ requirement)
● Positive call home
● Special parking for the day
● Special seating in class for the day

● Dress as school mascot during a game
● Duct tape the principal to the wall
● Special recognition at school event (Guest DJ for one song at dance etc.)

34

Appendix

35
Behavioral Momentum/High Probability Requests

36
Chat Moves/Spinner

37

38

39

40

41

42
Mystery Motivator

43

44
Self-monitoring

45
Token Board

46

Behavior Contract

47

48

49
50

Resources

51
Granite Staff Resources

SSTs
Who is on your team? ________________________________________________________
PLCs/Grade Level Team
Who are yours? _______________________________________________________________
School Psychologists and Social Workers
Who are yours? _______________________________________________________________
Severe Behavior Response Team
(eg. school psychologists, social workers, principals)
Who are yours?_______________________________________________________________
PBIS Coaches
Who is yours? __________________________________________________________________

District Behavior Intervention Specialists
Jessica Forsdick, M.Ed., BCBA, LBA
[email protected]
ext. 0455

Nicole Burgener, M.S., BCBA, LBA
[email protected]
ext. 0454

District Coordinators
Andrea Miller, LCSW
[email protected]
ext. 4410

Gerry Trelease, M.S.
[email protected]
ext. 4406
52
Online Resources

Behavior Mapped Interventions
www.pbisworld.com

Materials made by teachers
https://www.teachthis.com.au/

Crayola for educators (free printables and crafts)
https://www.crayola.com/for-educators.aspx

Scholastic Teacher Store
https://shop.scholastic.com/teachers-ecommerce/teacher/tsohomepage.h
tml

Movie making:
https://www.powtoon.com/edu-home/

Incentive ideas (with cost)
https://www.pbisrewards.com/pbis-incentives/

Membership for activities
https://www.teachthis.com.au/

Explicit Instruction
https://explicitinstruction.org/

53
Evoke Schools Training Modules
(email [email protected] for access)
https://evokeschools.com

54
References

Atkin-Little, A., Little, S. G., Bray, M. A., & Kehle, T. J. (2009). Behavioral Intervention in Schools -
Evidence-Based Positive Strategies. Washington, DC: American Psychological Association.

Bowen, J. M., Jenson, W. R., & Clark, E. (2004). S chool-based interventions for students with behavior
problems. New York: Kluwer Academic/Plenum.

Chamberlain, K., Shields, S., C lassroom Management Manual. (2019). Salt Lake City, UT: Granite
School District.

Fischer, A., & Hawken, L. (2019.). Courses. Retrieved from https://evokeschools.com/.

House, S. N. (2002). B ehavior intervention manual: Goals, objectives, and intervention strategies.
Columbia, MO: Hawthorne Educational Services.

Jenson, W.R., Rhose, G., & Reavis, K.H. (2009). The Tough Kid Toolbox. 2nd Ed., Eugene, OR: Pacific
Northwest Publishing.

K. P. (n.d.). Mystery Motivator Behavior Incentive Board - Version 2! Retrieved August 14, 2019, from
https://www.teacherspayteachers.com/FreeDownload/Mystery-Motivator-Behavior-Incentive-Board-
Version-2-2623683

LRBI: Technical Assistance Manual. (2015). Salt Lake City, UT: Utah State Board of Education.

M. L. (n.d.). Classroom Helpers Set {FREE}. Retrieved August 14, 2019, from
http://www.mrsliretteslearningdetectives.com/2014/07/classroom-helpers-set-free.html.

Sprick, R. S., Garrison, M., & Howard, L. M. (1998). C HAMPs: A proactive and positive approach to
classroom management. Eugene, OR: Pacific Northwest Publishing.

Summer Behavior Training Manual, Special Education. (2019). Salt Lake City, UT: Granite School
District

Granite School District school psychologists and social workers!
Thank you for all of your knowledge and input!
55

Behavior Intervention Menu

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

Behavior Intervention Menu

Uploaded by

Copyright:

Available Formats

Behavior

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

**BODILY FLUID PRODUCTION IS A SAFETY AND HEALTH HAZARD. CONSULT WITH

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

(ex: occasional spitting) (ex: excessive bodily fluid

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Not Ready to Learn:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Mild: Moderate: Severe:

Duration: the time in which the student is engaging in the

ex. Vocalizing that has 35 vocalizations in 1 min… use duration!

Teacher:_________________________________________________ Data Collector: _________________________________

Description of the behavior:

Time/Subject Monday Tuesday Wednesday Thursday Friday

Teacher:_________________________________________________ Data Collector: _________________________________

Description of the behavior:

Time/Subject Monday Tuesday Wednesday Thursday Friday

Is the reinforcement function specific?

The key to these is

You might also like

Teacher:_________________ Data Collector: _

Teacher:_________________ Data Collector: _