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

Failure

Intervention Citation

They do not want to do it

Reduce the 'Effort'Wright, J. (n.d.) Intervention central

ChoicesWright, J. (n.d.) Intervention central

They have not spent enough time doing it

Assisted Reading PracticeWright, J. (n.d.) Intervention central

Listening Passage PreviewWright, J. (n.d.) Intervention central

They have not had enough help to do it

Instructional MatchWright, J. (n.d.) Intervention central

Cover, Copy, CompareLee & Tingstrom, 1994; Skinner, Turco, Beatty, & Rasavage, 1989; Rathvon, 1999

They have not had to do it that way

before

Strategy Sheets

Wright, J. (n.d.) Intervention central; McConnell, 1987; Rutherford & Nelson, 1988; Stokes & Baer, 1977

Other Teachers “Coach” the Strategy

Wright, J. (n.d.) Intervention central; McConnell, 1987; Rutherford & Nelson, 1988; Stokes & Baer, 1977

It is too hard

Think AloudWright, J. (n.d.) Intervention central

AnchorWright, J. (n.d.) Intervention central

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

Intervention Name Reduce the 'Effort'

Brief DescriptionA 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.

Procedures1. Break down large assignments into smaller, easier-to-accomplish tasks2. Determine specific due dates for each small assignment3. Make assignment checklist for student4. Explain to the student that one large assignment will be divided into multiple

small assignments and explain timeline and checklist5. Give first assignment to student6. Provide feedback on first assignment and provide reinforcement for completing

that assignment7. Repeat steps 3 through 5 by giving additional assignments and providing

feedback8. Assist student in compiling all revised assignments into a final product9. Have the student turn in final project and provide reinforcement for completing

the entire assignment

MaterialsCalendarAssignmentAssignment Checklist

CitationWright, J. (n.d.) Interventions: Encouraging student academic motivation. Retrieved

September 20, 2007, from http://interventioncentral.com/htmdocs/interventions/motivation/motivation.php

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

Intervention NameChoices

Brief DescriptionOffer 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.

Procedures1. 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 assignment3. Give the student the option of doing a preferred activity after completing the

assignment4. Have student choose a preferred activity from the list5. Give student the assignment6. Monitor the students on task behavior7. Reward student for completing the assignment by allowing them to engage in the

activity of their choice

MaterialsPreferred activities listAssignmentAccess and/or materials for preferred activity

CitationWright, J. (n.d.) Interventions: Finding the spark: More tips for building student

motivation. Retrieved September 20, 2007, from http://interventioncentral.com/htmdocs/interventions/genAcademic/spark.php

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

Intervention NameAssisted Reading Practice

Brief DescriptionThe 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)

Procedures1. Sit with the student in a quiet location with minimal distractions2. 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 loud4. Follow along silently in the text as the student reads5. If the student mispronounces a word or hesitates for longer than 5 seconds, tell the

student the word6. Have the student repeat the word correctly7. Direct the student to continue reading aloud through the passage and repeat steps

5 and 6 as necessary

MaterialsBook that matches less accomplished reader’s instructional level

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

from http://interventioncentral.com/htmdocs/interventions/rdngfluency/assistrdng.php

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

Intervention NameListening Passage Preview

Brief DescriptionThe 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.

Procedures1. Sit with the student in a quiet location with minimal distractions2. 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 aloud7. 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 reading8. Repeat steps 3 - 7 until you have finished the selected passage or story

MaterialsBook that matches less accomplished reader’s instructional level

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

from http://interventioncentral.com/htmdocs/interventions/rdngfluency/lpp.php

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

Intervention NameInstructional Match

Brief DescriptionThe 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.

Procedures1. Screen the child by giving them tasks of varying difficulty in the area of concern2. Determine which level of the instructional hierarchy each task corresponds to

a. Acquisition Level – Task is frustrational and is performed slowlyi. Under 85% correct response

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

i. Under 95% correct responsec. Mastery Level – Task is automatic and can be performed quickly

i. Over 95% correct response3. 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.

MaterialsScreeners (e.g. http://dibels.uoregon.edu/index.php, www.interventioncentral.org, contact DPI for North Carolina Screeners, short probes pulled from school curriculum)

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

2007 from http://www.interventioncentral.org/htmdocs/interventions/genAcademic/tchrstrategies.php

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

Intervention NameCover, Copy, Compare

Brief DescriptionCover, 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.

Procedures1. 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

CitationLee, 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 NameStrategy Sheets

Brief DescriptionThe 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.

Procedures1. Determine an area of mastery as well as an area of concern2. Make tasks that are related to the area of mastery3. Work with the student in order to compile a checklist of the steps necessary to

complete task4. Have student complete the task, checking off each step from his or her checklist5. Once the student demonstrates mastery of the checklist, make tasks that are

related to the area of concern6. Have student compile a checklist of the steps necessary to complete these tasks7. Have student complete tasks using his checklist

MaterialsChecklist related to area of masteryChecklist related to area of concern

CitationWright, J. (n.d.) Extending learning across time & space: The power of generalization.

Retrieved September 26, 2007, from http://www.interventioncentral.org/htmdocs/interventions/specialneeds/generalization.php

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 NameOther teachers “Coach” the Strategy

Brief DescriptionThis 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.

Procedures5. 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.

MaterialsList of teachers who work with your student“Strategy used” checklistList of how strategy can be used in the new setting

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

CitationWright, J. (n.d.) Extending learning across time & space: The power of generalization.

Retrieved September 26, 2007, from http://www.interventioncentral.org/htmdocs/interventions/specialneeds/generalization.php

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 NameThink Aloud

Brief DescriptionTalk 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.

Procedures8. Determine the area of concern9. Construct a step-by-step problem-solving strategy that can be used in order to

solve the task10. 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 aloud12. Provide corrective feedback on how the student vocalized their problem solving

strategy

MaterialsProblem-solving strategy

CitationWright, J. (n.d.) Extending learning across time & space: The power of generalization.

Retrieved September 24, 2007, from http://www.interventioncentral.com/htmdocs/interventions/genAcademic/classic.php

Common Reason for Academic Failure: It is too hard

Intervention NameAnchor

Brief DescriptionStructure 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.

Procedures13. Review material most recently taught14. Choose new material that will be taught next15. Construct your lesson plan to review previous material16. Incorporate small amounts of new material periodically into the lesson plan17. Introduce new material after a review of a similar concepts, emphasizing the

correlation18. Review lesson plan; ensure that new material makes up 25% or less of plan

MaterialsLesson plan

CitationWright, J. (n.d.) Extending learning across time & space: The power of generalization.

Retrieved September 24, 2007, from http://www.interventioncentral.com/htmdocs/interventions/genAcademic/classic.php

Section 3:

Ten Social Behavior Interventions – Two for each

“Common Reason”

Common Reason for Social Behavior

Failure

Intervention Citation

They have not learned the behavior

Help SignalWright, J. (n.d.), Intervention central

Direct InstructionSmith, 1995

Good behavior is ignored

Catch ‘Em!Wright, J. (n.d.), Intervention central

Random Positive Teacher AttentionWright, J. (n.d.), Intervention central

Bad behavior gets attention

“Critters”Wright, J. (n.d.), Intervention central

Red Light/Green lightRathvon, 1999

Escape behavior Choice-MakingIes.ed.gov

Modified Curriculum or InstructionUnknown, 2002

Too hard/punishing Say, Show, CheckWolfgang & Wolfgang, 1995

Paired ReadingTopping, 1987

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

Intervention NameHelp Signals

Brief DescriptionStudents 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.

Procedures1. Select a student signal2. 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 excused4. Practice demonstrations/Q+A5. 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

MaterialsWork folder for students

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

http://www.interventioncentral.com/htmdocs/interventions/study/helpsignal.php

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

Intervention NameDirect 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.

Procedures1. Define the skill with guided discussion of examples2. Model the skill being correctly applied3. Model incorrect application (non example)4. Review5. Model a second example with debriefing6. Model a range of examples, with hypothetical practice situations7. Model another positive example if needed8. Role play9. Agreement by student to try the skill in a natural setting

Materials None required*Optional: video demonstrating desired behavior in various contexts

CitationSmith, J. O. (1995). Behavior management: Getting to the bottom of social skills

deficits. Accessed September 24, 2007 at http://www.ldonline.org/article/6165.

Common Reason for Social Behavior Failure: Good behavior is ignored

Intervention NameCatch ‘Em!

Brief DescriptionRewards 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.

Procedures1. Establish list of good behaviors2. Model and review good behaviors that will be rewarded3. Select daily behavior to emphasize and reward each student as desired4. 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 occurs6. Allow students to redeem awards during a pre-determined, specified time

MaterialsList of pro-social behaviors to post in roomTokens Rewards

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

http://www.interventioncentral.com/htmdocs/interventions/behavior/critters.php

Common Reason for Social Behavior Failure: Good behavior is ignored

Intervention NameRandom Positive Teacher Attention

Brief DescriptionReinforces 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.

Procedures1. Select method of positive attention that is:

a. Quick and easyb. Non-disruptivec. Rewarding to student

2. Set frequency of positive attention per classa. Based on frequency of problem behaviorsb. 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 behaviori. Ignore

ii. Redirect child to taskiii. 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.

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

CitationWright, J. (n.d) Breaking the attention-seeking habit: The power of random positive

teacher attention. Accessed September 24, 2007 at http://www.interventioncentral.org/htmdocs/interventions/behavior/ncrft.php.

Common Reason for Social Behavior Failure: Bad behavior gets attention

Intervention Name“Critter Slips”

Brief DescriptionThis 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.

Procedures1. With input from your students, define a set of up to five expectations for

appropriate conducta. State these expectations in positive termsb. Post expectations in classroom

2. Decide what privileges the class can earn with critter slipsa. 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 forc. 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 rulese. Explain to the class that you are the one who decides how many “Critter

Slips” will be handed out daily4. On a daily basis…

a. Select a behavioral expectation from the listi. Announce to students that you will be watching for examples of

this positive behavior being displayed by the classii. Emphasize that students never know when a “Critter Slip” may be

earnedb. 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

MaterialsCritter Slips (http://www.interventioncentral.com/htmdocs/interventions/behavior/critters2.php)Poster with classroom expectationsPoster with rewards in exchange for “Critter Slips”

CitationBaker, K. (n.d.) as noted in Wright, J. (n.d.). Critters!: Rewarding positive behavior.

Retrieved September 20, 2007, from Intervention Central. Website:http://www.interventioncentral.com/htmdocs/interventions/behavior/

critters.php

Common Reason for Social Behavior Failure: Bad behavior gets attention

Intervention Name: Red Light/Green Light

Brief DescriptionThis 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.

Procedures1. Select a time of day for implementation when students are generally disruptive or

unproductive2. Explain to the students that they will be playing a game during that specific time

period3. Post the classroom rules, and discuss each one4. Explain that you will be observing the class and rating their behavior using the

stoplighta. If the class is following the rules will receive a GREEN light, meaning

that they should “Go” and continue their good behaviorb. If the class breaks a rule receive a YELLOW light, indicating that they are

being warned to stop the inappropriate behaviorc. If the class continues to break rules, or show aggressive behavior will

receive a RED light5. Begin the game by placing a green circle on the stoplight on display in the front of

the room6. Rate the class’ behavior every 20-30 minutes or at the end of an activity by

attaching the appropriate color to the stoplight7. Explain why the class is receiving that rating

a. If the rating is unchanged, state why the rating is the sameb. If a student displays aggressive or extremely disruptive behavior before

the rating time, immediately change the stoplight rating for that team8. If the class ends the rating period on green, they receive a reward at the end of the

day, or rating period

MaterialsChart with list of classroom rulesFlannel or construction paper to create a stoplightRed, yellow, green circle cut-outs (flannel or construction paper) Tape or Velcro

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

CitationBarrish, 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 NameChoice-Making

Brief DescriptionStudent 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.

Procedures1. Explain to the student that during frustrating or demanding tasks, they may

choose between: a. Completing a portion of the task b. Requesting a breakc. 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 Stepsa. 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.

MaterialsCustomized list of reinforcers for students to rateAny 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 http://ies.ed.gov/ncser/projects/behavior/fy06_idaho_abstract.asp

Common Reason for Social Behavior Failure: Escape behavior

Intervention NameModified 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.

Procedures1. Student must complete task demand2. To minimize punishing aspect of task demand:

a. Adjust specific content of lessons to match student interestsb. 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

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

CitationCenter for Effective Collaboration and Practice. (2002). Addressing student problem

behavior: Part III – Creating positive behavioral intervention plans and supports. Accessed September 24, 2007 at http://cecp.air.org/fba/problembehavior3/strategies3.htm.

Common Reason for Social Behavior Failure: Too hard/punishing

Intervention NameSay Show Check: Teaching Classroom Procedures

Brief DescriptionThis 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.

Procedures1. Say- Use words to encode the rule or procedure2. Show- Show the rule visually by modeling the correct behavior yourself, or

having a student demonstrate the behavior3. 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

MaterialsClassroom rules and procedures

CitationRathvon, 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 NamePaired Reading

Brief DescriptionThe 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.

Procedures1. Students sit in a quiet location with minimal distractions2. Position the book selected for the reading session so that both students can easily

follow the text, or have two copies of the book3. The less accomplished reader reads aloud4. If the less accomplished student misreads a word, the accomplished reader points

to the word and pronounces it5. Have the less accomplished student repeat the word6. 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

MaterialsReading Book that matches instructional level of the less accomplished readerQuiet, distraction free environmentPeer tutor

CitationRathvon, 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.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY