Evidence-Based Interventions Manual



Evidence-Based Interventions Manual

T. Chris Riley-Tillman

Christy Walcott

Holly Beamon

Jacqueline Carrigg

Brynn Grech

Summer Ricketts

Anastasia Scheemaker

Kathryn Weegar

East Carolina University

This manual was developed as a class project at East Carolina University. Correspondence concerning this article should be addressed to the first author at the Department of Psychology, East Carolina University, Rawl Building, Greenville, North Carolina 27858. Email: rileytillmant@ecu.edu.

Section 2:

Ten Academic Interventions – Two for each “Common Reason”

|Common Reason for Academic |Intervention |Citation |

|Failure | | |

| | |Wright, J. (n.d.) Intervention central |

|They do not want to do it |Reduce the 'Effort' | |

| | |Wright, J. (n.d.) Intervention central |

| |Choices | |

| | |Wright, J. (n.d.) Intervention central |

|They have not spent enough time |Assisted Reading Practice | |

|doing it | | |

| | |Wright, J. (n.d.) Intervention central |

| |Listening Passage Preview | |

| | |Wright, J. (n.d.) Intervention central |

| |Instructional Match | |

|They have not had enough help to| | |

|do it | | |

| | |Lee & Tingstrom, 1994; Skinner, Turco, |

| |Cover, Copy, Compare |Beatty, & Rasavage, 1989; Rathvon, 1999|

| | |Wright, J. (n.d.) Intervention central;|

| | |McConnell, 1987; Rutherford & Nelson, |

| |Strategy Sheets |1988; Stokes & Baer, 1977 |

| | | |

| | | |

|They have not had to do it that | | |

|way before | | |

| | |Wright, J. (n.d.) Intervention central;|

| | |McConnell, 1987; Rutherford & Nelson, |

| |Other Teachers “Coach” the Strategy |1988; Stokes & Baer, 1977 |

| | |Wright, J. (n.d.) Intervention central |

| |Think Aloud | |

| | | |

|It is too hard | | |

| | |Wright, J. (n.d.) Intervention central |

| |Anchor | |

Common Reason for Academic Failure: They do not want to do it

Intervention Name

Reduce the 'Effort'

Brief Description

A difficult and complex task (e.g., researching and writing a term paper) can be broken down into easier-to-accomplish sub-steps for the student to complete as separate assignments.

What “common problems” does this address?

Reducing the effort connected with a learning activity can lead to greater student participation. When a task is made easier, people will be more willingly attempt it.

Procedures

1. Break down large assignments into smaller, easier-to-accomplish tasks

2. Determine specific due dates for each small assignment

3. Make assignment checklist for student

4. Explain to the student that one large assignment will be divided into multiple small assignments and explain timeline and checklist

5. Give first assignment to student

6. Provide feedback on first assignment and provide reinforcement for completing that assignment

7. Repeat steps 3 through 5 by giving additional assignments and providing feedback

8. Assist student in compiling all revised assignments into a final product

9. Have the student turn in final project and provide reinforcement for completing the entire assignment

Materials

Calendar

Assignment

Assignment Checklist

Citation

Wright, J. (n.d.) Interventions: Encouraging student academic motivation. Retrieved September 20, 2007, from

Common Reason for Academic Failure: They do not want to do it

Intervention Name

Choices

Brief Description

Offer students meaningful choices for selecting the order of completing in class assignments whenever possible.

What “common problems” does this address?

When students are given a choice in selecting or carrying out an activity, they are more motivated to take part in that activity.

Procedures

1. Create a list of potential preferred activities specific to the student

Note: It is critical that there are high-rate activities that the student chooses to do consistently; if not, consider adding pseudo-academic activities such as computer time, independent reading time, etc.

2. Explain the class assignment

3. Give the student the option of doing a preferred activity after completing the assignment

4. Have student choose a preferred activity from the list

5. Give student the assignment

6. Monitor the students on task behavior

7. Reward student for completing the assignment by allowing them to engage in the activity of their choice

Materials

Preferred activities list

Assignment

Access and/or materials for preferred activity

Citation

Wright, J. (n.d.) Interventions: Finding the spark: More tips for building student motivation. Retrieved September 20, 2007, from

Common Reason for Academic Failure: They have not spent enough time doing it

Intervention Name

Assisted Reading Practice

Brief Description

The student reads aloud while an accomplished reader follows along silently. If the student commits a reading error, the helping reader corrects the student error. This should be done in 10-15 minute sessions at least 3 times a week.

What “common problems” does this address?

Assisted reading is an easy method to learn and gives students valuable practice that can boost their reading fluency. You can also train students to work with classmates on a regular basis with peer tutoring. (See Paired Reading)

Procedures

1. Sit with the student in a quiet location with minimal distractions

2. Position the book selected for the reading session so that both you and the student can easily follow the text (Or get two copies of the book so that you each have your own copy)

3. Instruct the student to begin reading out loud

4. Follow along silently in the text as the student reads

5. If the student mispronounces a word or hesitates for longer than 5 seconds, tell the student the word

6. Have the student repeat the word correctly

7. Direct the student to continue reading aloud through the passage and repeat steps 5 and 6 as necessary

Materials

Book that matches less accomplished reader’s instructional level

Citation

Wright, J. (n.d.) Interventions: Assisted reading practice. Retrieved September 20, 2007, from

Common Reason for Academic Failure: They have not spent enough time doing it

Intervention Name

Listening Passage Preview

Brief Description

The student follows along silently as an accomplished reader reads a passage aloud. Then the student reads the passage aloud, receiving corrective feedback as needed. This intervention is ideal for kids who have acquired the skill but are making too many errors to receive positive feedback.

What “common problems” does this address?

Previewing a passage before actively reading it allows for fluency building through modeling. Receiving corrective feedback also improves reading accuracy.

Procedures

1. Sit with the student in a quiet location with minimal distractions

2. Position the book selected for the reading session so that both you and the student can easily follow the text (Or get two copies of the book so that you each have your own copy)

3. Say to the student, "Now we are going to read together. Each time, I will read first, while you follow along silently in the book. Then you read the same part out loud."

4. Read aloud from the book for about 2 minutes while the student reads silently (If you are working with a younger or less-skilled reader, you may want to track your progress across the page with your index finger to help the student to keep up with you)

5. Stop reading and say to the student, "Now it is your turn to read. If you come to a word that you do not know, I will help you with it."

6. Have the student read the same passage aloud

7. If the student commits a reading error or hesitates for longer than 5 seconds, tell the student the correct word and have the student continue reading

8. Repeat steps 3 - 7 until you have finished the selected passage or story

Materials

Book that matches less accomplished reader’s instructional level

Citation

Wright, J. (n.d.) Interventions: Listening passage preview. Retrieved Septmeber 20, 2007, from

Common Reason for Academic Failure: They have not had enough help to do it

Intervention Name

Instructional Match

Brief Description

The student is screened to find their instructional match and subsequent class material is provided based on their instructional level.

What “common problems” does this address?

When material is too difficult for a child, they are not able to successfully complete tasks. Determining the child’s instructional level allows for the student to successfully complete classroom tasks and build accuracy.

Procedures

1. Screen the child by giving them tasks of varying difficulty in the area of concern

2. Determine which level of the instructional hierarchy each task corresponds to

a. Acquisition Level – Task is frustrational and is performed slowly

i. Under 85% correct response

b. Instructional Level- Learning takes place and the student is slow but building speed on task

i. Under 95% correct response

c. Mastery Level – Task is automatic and can be performed quickly

i. Over 95% correct response

3. For tasks that are in the Acquistional level need a direct instruction intervention (ex. Think Aloud intervention and Direct Instruction of Desired Behavior intervention)

4. When tasks are in the Instructional Level, the student needs direct instruction and individual practice (ex. Thinking Aloud intervention and Listening Passage Preview intervention).

5. When tasks reach the Mastery Level, give the student more independent work. Keep in mind that the child still has a 5% error rate, so some corrective feedback should be used. These are the students who should be the tutor when using peer tutoring interventions.

6. Tasks in the Instructional Level should be used when working individually with students.

Materials

Screeners (e.g. , , contact DPI for North Carolina Screeners, short probes pulled from school curriculum)

Citation

Wright, J. (n.d.) Teacher Strategies to Promote Learning. Retrieved on September 24, 2007 from

Common Reason for Academic Failure: They have not had enough help to do it

Intervention Name

Cover, Copy, Compare

Brief Description

Cover, Copy, Compare provides students with opportunities to practice their basic math facts and spelling with self-correction and less assistance from teachers and peers.

What “common problems” does this address?

The intervention is directed toward students who need more practice in math or spelling. Teachers often lack the time needed to instruct students one-on-one and/or monitor their progress with other methods.

Procedures

1. Make math and/or spelling worksheets for student. Start with worksheets that only have approximately 5 to 10 items. Each sheet should list the problem and answer or spelling word in the left column and a blank space should be in the right column.

2. Inform the student that they will be using a Cover, Copy, and Compare Method and train them on how to use the system. Model the first problem for the student as oral directions may be difficult for some students to understand.

a. Give the child their first worksheet with 5 to 10 problems/spelling words.

b. Tell the students to silently read the problem and answer/spelling word on the left side, one at a time.

c. Instruct the student to then cover the problem and answer/spelling word in the left hand column using their index card.

d. Have the student copy the problem and answer/spelling word in the blank space to the right of the item. Make sure they do not peek at the answer on the left!

e. Once they have copied the item, have them uncover the problem and answer on the left side of the paper to check for accuracy.

f. If the answer is correct, move on to the next problem. If the answer is incorrect, have the child erase the incorrect answer and try again using the same procedure.

g. Continue on with the process until the worksheet is complete.

3. If student quickly finishes the worksheet with 5 to 10 problems on a mastery level (>95% accuracy), increase the amount/difficulty of problems per worksheet.

4. Have the students complete at least one of these worksheets on a daily basis in their problem area.

Materials

• Task sheets related to the area of concern with the problem and answer/spelling word listed on the left and a blank space on the right.

• Blank Index Card

Citation

Lee, M.J., & Tingstrom, D.H. (1994). A group math intervention: The modification of cover, copy, and compare for group application. Psychology in the Schools, 133-145. Copyright 1994 by John Wiley & Sons, Inc. Adapted by permission.

Rathvon, N. (1999). Effective school interventions: Strategies for enhancing academic achievement and social competence. New York: The Guilford Press.

Skinner, C.H., & Turco, T.L., Beatty, K.L., & Rasavage, C. (1989). Cover, copy, and compare: A method for increasing multiplication performance. School Psychology Review, 18, 412-420. Copyright 1989 by the National Association of School Psychologists. Adapted by permission.

Common Reason for Academic Failure: They have not had to do it that way before

Intervention Name

Strategy Sheets

Brief Description

The student prepares a strategy sheet that captures in checklist format the key steps that make up that strategy. Starting in the setting in which the student already successfully uses the strategy, train the student to use the checklist as an independent self-check to verify that he or she is implementing the strategy correctly.

What “common problems” does this address?

The student has learned a skill or strategy well in one setting. The goal now is to have the student transfer that skill or strategy to other appropriate settings.

*Can be used for both academic and social behaviors.

Procedures

1. Determine an area of mastery as well as an area of concern

2. Make tasks that are related to the area of mastery

3. Work with the student in order to compile a checklist of the steps necessary to complete task

4. Have student complete the task, checking off each step from his or her checklist

5. Once the student demonstrates mastery of the checklist, make tasks that are related to the area of concern

6. Have student compile a checklist of the steps necessary to complete these tasks

7. Have student complete tasks using his checklist

Materials

Checklist related to area of mastery

Checklist related to area of concern

Citation

Wright, J. (n.d.) Extending learning across time & space: The power of generalization. Retrieved September 26, 2007, from

McConnell, S. R. (1987). Entrapment effects and the generalization and maintenance of social skills training for elementary school students with behavior disorders. Behavioral Disorders, 12, 252-263.

Rutherford, R.B., & Nelson, C.M.. (1988). Generalization and maintenance of treatment effects. In J.C. Witt, S.N. Elliott, & F.M. Gresham (Eds.) Handbook of behavior therapy in education (pp. 277-324). New York: Plenum Press.

Stokes, T.F., & Baer, D.M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.

Common Reason for Academic Failure: They have not had to do it that way before

Intervention Name

Other teachers “Coach” the Strategy

Brief Description

This intervention enlists other teachers to help students learn to generalize a skill to settings outside of the classroom.

What “common problems” does this address?

Students have mastered a skill in one setting, yet are unable to do the skill out of context.

Procedures

5. Determine which skill/strategy has been mastered by the student in your classroom.

6. Make a list of other teachers that work with your student.

7. Make a “strategy used” checklist for other teachers. See appendix.

8. Discuss the strategy with these teachers.

9. Generate a list with the teacher of how the strategy can be used in the new setting.

10. Give the “strategy used” checklist to the teacher.

11. Set up a time to meet to discuss the child’s success with the strategy.

12. Continue monitoring success rates until child has mastered the skill in other settings.

Materials

List of teachers who work with your student

“Strategy used” checklist

List of how strategy can be used in the new setting

* This can be used with academic behavior or social behavior.

Citation

Wright, J. (n.d.) Extending learning across time & space: The power of generalization. Retrieved September 26, 2007, from

McConnell, S. R. (1987). Entrapment effects and the generalization and maintenance of social skills training for elementary school students with behavior disorders. Behavioral Disorders, 12, 252-263.

Rutherford, R.B., & Nelson, C.M.. (1988). Generalization and maintenance of treatment effects. In J.C.Witt, S.N.Elliott, & F.M.Gresham (Eds.) Handbook of behavior therapy in education (pp. 277-324). New York: Plenum Press.

Stokes, T.F., & Baer, D.M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.

Stokes, T.F., & Osnes, P.G. (1988). The developing applied technology of generalization and maintenance. In R. Horner, G. Dunlap, & R.L. Koegel (Eds.), Generalization and maintenance: Life-style changes in applied settings (pp. 5- 20). Baltimore: Brookes.

Common Reason for Academic Failure: It is too hard

Intervention Name

Think Aloud

Brief Description

Talk through the steps of a problem-solving strategy as you teach it so the student can understand and internalize those steps. Then have them use the same ‘think aloud’ approach as they work through the strategy, so that you can observe them and offer feedback. This intervention is a form of direct instruction while modeling back correct procedure.

What “common problems” does this address?

This ensures that the student understands the newly introduced academic material.

Procedures

8. Determine the area of concern

9. Construct a step-by-step problem-solving strategy that can be used in order to solve the task

10. Demonstrate for the student, aloud, how to solve the task using the strategy

11. Give student a similar task, and have the student solve it using the problem-solving strategy, while thinking aloud

12. Provide corrective feedback on how the student vocalized their problem solving strategy

Materials

Problem-solving strategy

Citation

Wright, J. (n.d.) Extending learning across time & space: The power of generalization. Retrieved September 24, 2007, from

Common Reason for Academic Failure: It is too hard

Intervention Name

Anchor

Brief Description

Structure lessons so that they contain no more than one-quarter new material.

What “common problems” does this address?

This aids the student’s ability to learn and understand new material. Students are most successful when they can ‘anchor’ new concepts to known material.

Procedures

13. Review material most recently taught

14. Choose new material that will be taught next

15. Construct your lesson plan to review previous material

16. Incorporate small amounts of new material periodically into the lesson plan

17. Introduce new material after a review of a similar concepts, emphasizing the correlation

18. Review lesson plan; ensure that new material makes up 25% or less of plan

Materials

Lesson plan

Citation

Wright, J. (n.d.) Extending learning across time & space: The power of generalization. Retrieved September 24, 2007, from

Section 3:

Ten Social Behavior Interventions – Two for each “Common Reason”

|Common Reason for Social |Intervention |Citation |

|Behavior Failure | | |

| | |Wright, J. (n.d.), Intervention|

|They have not learned the |Help Signal |central |

|behavior | | |

| | |Smith, 1995 |

| |Direct Instruction | |

| | |Wright, J. (n.d.), Intervention|

|Good behavior is ignored |Catch ‘Em! |central |

| | |Wright, J. (n.d.), Intervention|

| |Random Positive Teacher Attention |central |

| | |Wright, J. (n.d.), Intervention|

|Bad behavior gets attention |“Critters” |central |

| | |Rathvon, 1999 |

| |Red Light/Green light | |

| | |Ies. |

|Escape behavior |Choice-Making | |

| | |Unknown, 2002 |

| |Modified Curriculum or Instruction | |

| | |Wolfgang & Wolfgang, 1995 |

|Too hard/punishing |Say, Show, Check | |

| | |Topping, 1987 |

| |Paired Reading | |

Common Reason for Social Behavior Failure: They have not learned the behavior

Intervention Name

Help Signals

Brief Description

Students immediately signal the teacher when they need help without being distracting to the class. This alleviates those students who simply give up because they do not know how to do something and therefore are being disruptive. It also provides other alternative to occupy their time.

What “common problems” does this address?

This intervention targets those students who are doing other activities instead of the assignment because they do not know how to do it. It also decreases distractions caused by those needing assistance as well as alleviating problems created by those students that are waiting a period of time for help or those that never receive help.

Procedures

1. Select a student signal

2. Create alternate work folder to engage the student in the meantime (while waiting for teacher to respond to signal)

3. Meet with student/group to explain signal and usage

a. Use when student needs additional help

OR

b. Use when need to be temporarily excused

4. Practice demonstrations/Q+A

5. Prompt student to use signal in place of inappropriate behaviors

Note: The more quickly the teacher responds with assistance, the more effective this intervention will be

Materials

Work folder for students

Citation

Wright, J. (n.d) Help Signal. Accessed September 24, 2007 at



Common Reason for Social Behavior Failure: They have not learned the behavior

Intervention Name

Direct Instruction

Brief Description

Explicitly teach desired behaviors through modeling, practice, and specific feedback.

Note: This is an excellent way to establish class rules at the start of the school year.

What “common problems” does this address?

Children have not learned a behavior or skill and are therefore unable to demonstrate it.

Procedures

1. Define the skill with guided discussion of examples

2. Model the skill being correctly applied

3. Model incorrect application (non example)

4. Review

5. Model a second example with debriefing

6. Model a range of examples, with hypothetical practice situations

7. Model another positive example if needed

8. Role play

9. Agreement by student to try the skill in a natural setting

Materials

None required

*Optional: video demonstrating desired behavior in various contexts

Citation

Smith, J. O. (1995). Behavior management: Getting to the bottom of social skills deficits. Accessed September 24, 2007 at .

Common Reason for Social Behavior Failure: Good behavior is ignored

Intervention Name

Catch ‘Em!

Brief Description

Rewards positive behaviors in the classroom through a token economy.

What “common problems” does this address?

This intervention prevents the reinforcement of negative behaviors and reinforces pro-social behaviors that normally go unnoticed. It also encompasses the entire class instead of targeting specific students.

Procedures

1. Establish list of good behaviors

2. Model and review good behaviors that will be rewarded

3. Select daily behavior to emphasize and reward each student as desired

4. Specific goals can be created for problem students

*All positive behaviors can be rewarded without other students knowing

*Can focus on specific behavioral concerns

5. Provide tokens that are redeemable for rewards when good behavior occurs

6. Allow students to redeem awards during a pre-determined, specified time

Materials

List of pro-social behaviors to post in room

Tokens

Rewards

Citation

Wright, J.(n.d) Critters!:Rewarding Positive Behaviors. Accessed September 24,2007 at



Common Reason for Social Behavior Failure: Good behavior is ignored

Intervention Name

Random Positive Teacher Attention

Brief Description

Reinforces students for the absence of problem behavior with positive attention, while providing no attention during the presence of problem behaviors. Note: Must ensure student has learned desired behavior first; if not, use Direct Instruction intervention.

What “common problems” does this address?

This intervention increases a student’s desirable behaviors that are rare because they are being ignored.

Procedures

1. Select method of positive attention that is:

a. Quick and easy

b. Non-disruptive

c. Rewarding to student

2. Set frequency of positive attention per class

a. Based on frequency of problem behaviors

b. Give Random Positive Attention 3x more than negative

3. Select time and settings to give attention (i.e. problem settings)

4. Begin Intervention

a. If student exhibits problem behavior

i. Ignore

ii. Redirect child to task

iii. Continue teaching

b. Whenever student is “due” for attention, teacher observes; if not engaged in problem behavior, teacher gives praise

c. Gradually fade number of praises per week

Note: At start of intervention, problematic behaviors may increase before students begin using positive behavior instead to get desired attention.

Materials

Notepad or chart to document baseline frequency of problem behaviors and set frequency for random positive attention

Citation

Wright, J. (n.d) Breaking the attention-seeking habit: The power of random positive teacher attention. Accessed September 24, 2007 at

.

Common Reason for Social Behavior Failure: Bad behavior gets attention

Intervention Name

“Critter Slips”

Brief Description

This intervention is designed to reward positive behaviors in a group setting. It provides children with the opportunity to earn prize slips at random times that are redeemable for privileges with the instructors. This intervention can best exhaust the wrong behavior being displayed by an individual student when presented as a group contingency.

What “common problems” does this address?

This intervention aims to reduce reinforcement given to misbehavior by other students.

Procedures

1. With input from your students, define a set of up to five expectations for appropriate conduct

a. State these expectations in positive terms

b. Post expectations in classroom

2. Decide what privileges the class can earn with critter slips

a. Put each reward on a poster, with the number of critter slips needed beside it (you may want to ask for student input as well)

b. Explain to the students the terms and conditions for redemption of the “Critter Slips”

3. Introduce Critter Slips

a. Announce to the class that every day you will select a different expectation to reward from the posted list

b. Briefly discuss the expectation that you will be watching for

c. Tell students that during the day you will randomly reward children who display the expectation with a “Critter Slip”

d. Explain that they never know when a “Critter Slip” may be earned, therefore it is important for them to always follow rules

e. Explain to the class that you are the one who decides how many “Critter Slips” will be handed out daily

4. On a daily basis…

a. Select a behavioral expectation from the list

i. Announce to students that you will be watching for examples of this positive behavior being displayed by the class

ii. Emphasize that students never know when a “Critter Slip” may be earned

b. During a specific time interval (make sure the students do not know the interval set by you), hand out slips to students displaying the target behavior

i. Each student receiving a slip should write his or her name on it and store it in a safe place until it is time for the group to redeem their slips for rewards

ii. Explain that it is the student’s responsibility to keep up with the “Critter Slips.”

c. Make sure that you reward the behavior each time it is displayed by students during your set time

d. If students are misbehaving at a certain time, critter slips can be removed from students

e. Give students the chance to bring all slips together to redeem their “Critter Slips” for privileges or rewards

i. Make sure that each student contributes at least one critter slip to the total number before providing the reward

Materials

Critter Slips ()

Poster with classroom expectations

Poster with rewards in exchange for “Critter Slips”

Citation

Baker, K. (n.d.) as noted in Wright, J. (n.d.). Critters!: Rewarding positive behavior. Retrieved September 20, 2007, from Intervention Central. Website:

Common Reason for Social Behavior Failure: Bad behavior gets attention

Intervention Name: Red Light/Green Light

Brief Description

This is a group oriented contingency system that provides continuous visual cues to encourage appropriate academic and social behavior. Note: This intervention can also be used on individual students who need reinforcement for positive behavior, and prompts for negative behavior.

What “common problems” does this address?

Red Light/Green Light reduces misbehavior getting reinforced. The purpose of it is to reduce off task disruptive behavior by combining visual cues for appropriate behavior with group-oriented contingencies. This provides teachers with a way to reinforce appropriate behavior.

Procedures

1. Select a time of day for implementation when students are generally disruptive or unproductive

2. Explain to the students that they will be playing a game during that specific time period

3. Post the classroom rules, and discuss each one

4. Explain that you will be observing the class and rating their behavior using the stoplight

a. If the class is following the rules will receive a GREEN light, meaning that they should “Go” and continue their good behavior

b. If the class breaks a rule receive a YELLOW light, indicating that they are being warned to stop the inappropriate behavior

c. If the class continues to break rules, or show aggressive behavior will receive a RED light

5. Begin the game by placing a green circle on the stoplight on display in the front of the room

6. Rate the class’ behavior every 20-30 minutes or at the end of an activity by attaching the appropriate color to the stoplight

7. Explain why the class is receiving that rating

a. If the rating is unchanged, state why the rating is the same

b. If a student displays aggressive or extremely disruptive behavior before the rating time, immediately change the stoplight rating for that team

8. If the class ends the rating period on green, they receive a reward at the end of the day, or rating period

Materials

Chart with list of classroom rules

Flannel or construction paper to create a stoplight

Red, yellow, green circle cut-outs (flannel or construction paper)

Tape or Velcro

Rewards (e.g. stickers, happy grams, etc.)

Citation

Barrish, H. H., Saunders, M., & Wolf, M. M. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2, 119-124.

Harris, V. W., & Sherman, J. A. (1973). Use and analysis of the “good behavior game” to reduce disruptive classroom behavior. Journal of Applied Behavior Analysis, 6, 405-417.

Rathvon, N. (1999). Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence. New York: Guilf

Common Reason for Social Behavior Failure: Escape behavior

Intervention Name

Choice-Making

Brief Description

Student is rewarded for engaging in positive alternatives to problem behaviors, and then for spending more time doing the undesirable task. Note: This intervention is best implemented with the support of a team. Also, it must be ensured that the student has learned the desired skill; if not, use Direct Instruction intervention.

What “common problems” does this address?

Addresses problem behavior stemming from a student's need to avoid an unpleasant task or situation, or to escape to something such as a desired activity or location. This includes difficult, irrelevant, lengthy, or unclear classroom assignments, working in groups with others that they do not like, negative peer or adult interactions, and/or wanting to be removed from class to be with friends in another class.

Procedures

1. Explain to the student that during frustrating or demanding tasks, they may choose between:

a. Completing a portion of the task

b. Requesting a break

c. Engaging in problem behavior

2. Student selects and rates desirability of rewards from a teacher-approved list. These rewards will be used to reinforce positive behaviors.

3. Differential Reinforcement Steps

a. Task completion results in high quality reinforcement (longer breaks with access to highly preferred positive reinforcers).

b. Break requests receives moderate quality reinforcement (shorter breaks will access to moderately preferred reinforcers)

c. Problem behavior receives low quality reinforcement (brief breaks with no access to positive reinforcement).

d. Extinction is not used.

4. Reward the student for gradually spending more time at the undesirable task. This way, rewards are both time-limited and part of a larger step-by-step plan to promote the desired behavior.

5. Use team feedback before advancing or modifying steps of reinforcement.

Materials

Customized list of reinforcers for students to rate

Any tangible reinforcers (e.g. candy, school supplies, homework passes, etc.)

Citation

Concurrent schedules of reinforcement and adjusting demand requirements: Effects on communication, compliance, and problem behavior. Accessed September 24, 2007 at

Common Reason for Social Behavior Failure: Escape behavior

Intervention Name

Modified Curriculum or Instruction

Brief Description

This strategy reduces escape-motivated problem behaviors by minimizing punishing aspect of task and increasing reinforcement of task demand. Note: Must first ensure student has learned desired skill; if not, use Direct Instruction strategy.

What “common problems” does this address?

Addresses problem behaviors resulting from a student’s desire to avoid an aversive academic task or social situation.

Procedures

1. Student must complete task demand

2. To minimize punishing aspect of task demand:

a. Adjust specific content of lessons to match student interests

b. Modify task demands to increase student’s ability to successfully complete the assignment.

3. Maximize student enjoyment of task by accommodating instructional methods to student’s academic level

Materials

Any required to modify instruction (e.g. books, magazines, videos, manipulatives)

Citation

Center for Effective Collaboration and Practice. (2002). Addressing student problem behavior: Part III – Creating positive behavioral intervention plans and supports. Accessed September 24, 2007 at .

Common Reason for Social Behavior Failure: Too hard/punishing

Intervention Name

Say Show Check: Teaching Classroom Procedures

Brief Description

This proactive strategy helps to ensure that students know the classroom rules and procedures. It teaches rules through explicit teaching, practice, and feedback.

What “common problems” does this address?

This intervention is proactive by preventing misbehavior because an activity, or rule, is too hard. This intervention can assist teachers in determining if a classroom rule or procedure is too difficult and may need to be modified. It also prevents students from having to discover rules by accidentally misbehaving and being reprimanded.

Procedures

1. Say- Use words to encode the rule or procedure

2. Show- Show the rule visually by modeling the correct behavior yourself, or having a student demonstrate the behavior

3. Check- Check students’ understanding of the rule by demonstrating the incorrect behavior while asking the students to identify the mistake OR Demonstrate the correct behavior and have students respond to the correctness of the behavior OR Praise the student for the correct demonstration and the rest of the class for watching attentively

4. There should be a permanent visual prompt available in the room that serves as a constant reminder of the rules for children

Materials

Classroom rules and procedures

Citation

Rathvon, N. (1999). Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence. New York: Guilford Press.

Wolfgang, C.H., & Wolfgang, M.E. (1995). The three faces of discipline for early childhood: Empowering teachers and students. (pp. 223-225). Boston: Allyn & Bacon. Copyright 1995 by Allyn & Bacon. Adapted by permission.

Common Reason for Social Behavior Failure: Too hard/punishing

Intervention Name

Paired Reading

Brief Description

The student reads aloud at the same time as a more advanced reader. After a signal is presented by the less advanced reader, the accomplished reader stops, leaving the less advanced reader to read by him/herself. When the student makes an error in reading, the advanced reader joins again and reading takes place simultaneously. Note: For teacher/student version see Assisted Reading interventions.

What “common problems” does this address?

A common cause of misbehavior is that a requested activity (in this case, reading) is too hard for the students’ current skill level. A student may view reading as punishing because they have not mastered the skill, causing avoidance of the task and replacement with misbehavior. This intervention ensures that students are using materials that are consistent with their instructional match. Note: An added benefit to this intervention is not only will this benefit the less accomplished reader, but research suggests that the accomplished reader will benefit from this activity in the areas of reading fluency and accuracy.

Procedures

1. Students sit in a quiet location with minimal distractions

2. Position the book selected for the reading session so that both students can easily follow the text, or have two copies of the book

3. The less accomplished reader reads aloud

4. If the less accomplished student misreads a word, the accomplished reader points to the word and pronounces it

5. Have the less accomplished student repeat the word

6. When the student reads the word correctly, he/she begins reading aloud again

Note: If the less advanced reader has very low accuracy in the beginning, replace material with less difficult material

*This concept can be adapted to any subject in the classroom

Materials

Reading Book that matches instructional level of the less accomplished reader

Quiet, distraction free environment

Peer tutor

Citation

Rathvon, N. (1999). Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence. New York: Guilford Press.

Topping, K. (1987). Paired reading: A powerful technique for parent use. Reading Teacher, 40, 608-614.

Appendix

“Strategies Used” Checklist

Teachers,

Each day, please record an “N” when the student does not use the strategy when it should be used, a “U” every time the child attempts the strategy but is unsuccessful, and an “S” every time the child uses the strategy and is successful.

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