Behavior/Self-Control
Name |
Domain |
Tier |
Grade |
Description |
Resources |
Check In, Check Out (CICO) |
Behavior |
2, 3 |
K-12 |
Behavior/Self-Control: K-12. Structured positive adult-student interaction to work on specific student goals and monitor and reinforce progress with a daily progress report. |
|
Mystery Motivator |
Behavior |
2, 3 |
K-12 |
Behavior/Self-Control: Random schedule reinforcement with a "mystery" item to motivate behavioral or academic tasks. |
|
Behavior Contract |
Behavior |
2, 3 |
K-12 |
Behavior Interventions: K-12. A formal method to delineate and agree upon target behaviors for change, goals, and reinforcements. |
|
Differential Reinforcement –Incompatible behavior |
Behavior |
2, 3 |
K-12 |
K-12 Intervention to diminish problem behavior by reinforcing an incompatible or alternative behavior. |
|
Intermittent Reinforcement using a timer K-12 |
Behavior |
2, 3 |
K-12 |
Lessen off task behavior by providing reinforcement for on-task behavior when a timer goes off. Can use variable lengths of time and/or integrate with points that can be redeemed for preferred reinforcers or activities. |
|
Guided Notes |
Behavior |
2, 3 |
K-12 |
Intervention to increase attending, engagement, and positive behavior. Use of pre-made notes with blank spaces for students to add, teacher review with recognition and reinforcement. |
|
Randomized Positive Attention |
Behavior |
2, 3 |
K-12 |
This helps to reduce negative attention seeking behavior |
|
Second Step |
Behavior |
2, 3 |
K-8 |
The evidence-based Second Step Program includes everything schools need to integrate social-emotional learning (SEL) into their classrooms and schoolwide. Using the Second Step curriculum has been shown to decrease problem behaviors, and it's designed to promote school success, self-regulation, and a sense of safety and support. This is a paid resource. |
Decision-Making/Agency
Name |
Domain |
Tier |
Grade |
Description |
Resources |
Choice as an Antecedent Intervention |
Behavior |
2, 3 |
K-8 |
Behavior Interventions: Intervention to assist student with decision-making and agency intended to lessen incidents of behavioral outbursts. |
|
Choice Making |
Behavior |
2, 3 |
K-12 |
Intervention is to promote engagement by providing the opportunity for student decision-making and agency with regard to assignment choice and/or order. |
|
Self-management |
Behavior |
2, 3 |
K-12 |
Increase agency among students to monitor and manage their own behavior and elicit naturally occurring reinforcements. |
|
Motivation Contract |
Behavior |
2 |
3-12 |
This helps students to set goals and maintain motivation to accomplish targeted objectives. |
|
Talk Ticket Problem Solving |
Behavior |
2 |
K-12 |
This helps students to manage difficult situations while lessening classroom disruptions when they have something that they need to tell the teacher. It helps the student with problem solving. |
Behavior Acquisition
Name |
Domain |
Tier |
Grade |
Description |
Resource |
Sit and Watch |
Behavior |
2 |
K-5 |
Intervention to assist in behavior acquisition through observation of other students. |
|
Activate Teaching of Rules |
Behavior |
2 |
K-12 |
Intervention includes display of rules, direct instruction of rules, review, discussion, student modeling, and subsequent praise/recognition when appropriate behavior is observed in natural discourse. |
|
Say, Show, Check |
Behavior |
2, 3 |
K-12 |
Intervention to increase positive behavior aligned with classroom rules/expectations. |
|
Behavior Modification |
Behavior |
2 |
K-12 |
Helps children to change an undesired behavior or start a desired behavior. |
General Behavior
Name |
Domain |
Tier |
Grade |
Description |
Resources |
Antecedent Modification |
Behavior |
2, 3 |
K-12 |
Intervention to lessen inappropriate behavior and increase engagement by altering antecedents. |
|
Choice of Task Sequence |
Behavior |
2, 3 |
K-12 |
Student engagement in choice to increase investment in activity and lessen incidence of inappropriate behavior. |
|
Non-Contingent Reinforcement |
Behavior |
2, 3 |
K-12 |
Intervention to reduce problem behavior soliciting reinforcement by providing the reinforcement independent of behavior. |
|
Opportunities to Respond |
Behavior |
2, 3 |
K-12 |
K-12 Intervention to increase engagement and student response rate, lessen disruptive behavior or internalizing behavior. |
|
Point Sheets/Behavior Report Cards |
Behavior |
2, 3 |
K-12 |
K-12. Individualized goal and/or needs-based progress monitoring and reinforcement. |
|
Token Economy |
Behavior |
2, 3 |
K-12 |
Students earn tokens that can be exchanged for predetermined rewards/reinforcers for demonstrating specific positive behaviors. |
|
Yes/No Learning Skills |
Behavior |
2, 3 |
K-12 |
Intervention to increase positive behavior by awarding points to students when students are observed engaging in appropriate behaviors. Points can be redeemed for reinforcers (tangible, activity based, social, or intangible). |
|
You/Me Game |
Behavior |
2, 3 |
K-12 |
Intervention to increase engagement & positive behavior. Includes use of a point chart with a "you" category (for class, small groups, or individual students) and a "me" category (for the teacher). Students compete with teacher for points. |
|
Exploit Functional Contingencies |
Behavior |
2, 3 |
K-5 |
Intervention to increase generalization of behavioral expectations that were learned in one environment across other environments. |
|
Incorporate Functional Mediators |
Behavior |
2, 3 |
K-5 |
Intervention to help with transfer or generalization of skills across environments with use of cues such as: physical object cues, social cues, self-regulated physical object cues, and self-regulated verbal cues. |
