Notes to the Educator 1-4

Getting Started 5-7

Intervention Flowchart 8
Unmet Needs and Needs-Based Interventions 9-11
Attention and Connection 12-18
Power, Control, and Competence 19-21
Regulation 22-26
Lagging Skills and Skills-Based Interventions 27-29
Explicit Skill Instruction 30
Self-Awareness 31-33
Competing Motivations and Positive Reinforcement 34-45
Individual Systems 37-39
Whole Class Systems 40-42
Implementation Tips 43-48
Specific Behavior Interventions 46-47
Elopement 48-49
Incomplete Work 50-51
Blurting 52-53
Out of Assigned Area 54-55
Opposition/Defiance 56-58
Chattiness 59-60
Trouble Transitioning 61-62
Aggression 63-64
Stealing 65-66
More Thoughts 67
Implementing Multiple Interventions 68
Responding To Faculty Resistance 69
Appendix 70
Planning Form Examples (editable versions in PowerPoint)
Behavior Data Tracker
Behavior Intervention Plan Form
Intervention Document Examples
Self-Monitoring Chart Template
Check In Check Out Point Sheet
Print and Go Intervention Resources
Secret Mission Board Template
Visual Reminder/Cue Cards
Reminder Bracelets
Labyrinths
Restorative Questions
De-Escalation Script
Emotion Coaching Script
Stop Sign
“I Need” Board
Binder Spine Labels
What do I do with this guide?
This resource can be used in any or all of the
following ways:

• Save to your computer and use the hyperlinked

table of contents to get where you need quickly
• Place pages in sheet protectors, put in a binder,
and refer to when needed
• Print the hal f page intervention sheets, cut pages
in hal f, hole punch in the corner, and assemble on
a ring for “grab and go interventions”
• Any full pages can also be printed as hal f
sheets to add. Directions on page 48.
• Print key pages to bring to meetings (lagging skills
list, unmet needs overviews, flow chart, etc.)
• Use proactively to learn more about behavior
• Use reactively to support a speci fic student

When the details of a speci fic intervention or idea go

beyond the scope of this guide, relevant links to blog
posts and additional resources are included.
Are you reading this without a speci fic student in mind
because you want to increase your understanding o f
student (mis)behavior and g ain some more tool s for your
behavior intervention toolbox? → Start reading from the
beginning!

Are you reading this because you have a speci fic student
with a behavior concern and you are consulting with
stakeholders about them and need to come up with an
intervention plan? →
1. Start with the flowchart on page 8. Identi fy which
type of intervention to start with that is most likely a
fit for the student.
2. Select 1-2 interventions to start with. Put them in place
for at least two weeks, checking to make sure they’re
being used with fidelity.
3. Track some data during the intervention
i mplementation. It can be as si mple as asking the
teacher to answer one question a day about # of
ti mes a behavior was exhibited or to scale how severe
the concern was that day.
4. If there’s no progress, consider adding an additional
intervention.
Logistics/Recommendations: See this bl og post with even more details and
in formation about how to i mplement CICO. See pg. 79 for example points sheet.
Logistics and Recommendations Use li mited visual and tool options (3-5
to start) because a dysregulated brain has trouble making decisions and is
more easily overwhel med/mentally paralyzed by too many choices. Try
using it without a ti mer to start – you can’t put a generali zed ti me on
regulation. After the fi rst couple of weeks, i f you suspect overuse, then 1)
consider i f they have an additional issue of work avoidance or 2) use
“peace passes” where they have X number to use per day. For more
in formation about i mplementation, go to Peace Corner How To
Logistics and Recommendations: See scri pt on pa ge 87 in the
appendi x
• Reflect the feeling
• Validate/a ffi rm the feeling
• Prompt the use of a coping strategy
• Model and use the strategy with them i f needed
• Refer to classroom coping visuals
• Provide speci fic praise a fter the student is regulated
• Ask the student to identi fy what thei r trigger was, how thei r body felt, what
the emotion was, and what strategy they used (helps student to recogni ze the
process of sel f-regulation)

Logistics and Recommendations You may wish to create a custom

communication board with the student when they are regulated so
that they can share ideas of what works for them. An example of a
visual communication tool for regulation is incl uded on page 89 of the
appendix.
Psychoeducational Counseling Groups:
The same process can also be followed in a group format.
The group modality provides the additional benefit of
allowing students to practice skills with and around peers.
It can also be empowering to see other students needing
help and practice with the same thing. Skillstreaming is one
curriculum option, and there are many on online (linking to
the ones created by the author of this guide).
This utili zes a chart broken into di fferent chunks of the day with 2-
3 speci fic behaviors on it. Student sel f-reflect in each ti me block
on how they’ve done with the behaviors or skills. It can be a
yes/no/a little, or a score they are giving themsel ves, or tallying up
number of ti mes they did something.

This does not have to be tied to any sort of rewards or

reinforcements. It is recommended that you consider having
students tally their points and make a goal for the next day.

A sel f-monitoring example is included on page 78 in the appendix.

Some students really benefit from thei r teacher using visual cue cards with
them. The visuals could cue them to DO something or to STOP doing something.
They can be cards a teacher subtly sets on thei r desk, or cards on thei r
lanyard that they hold up. These are help ful because 1) they help the student to
recogni ze what they were or were not doing, 2) they provide a visual which
some of our students connect more with, and 3) students experience less
shame and are less likely to become defensi ve with this sort of cuing,
especially because it’s more pri vate and subtle. Students need to be taught
exactly what each visual cue means and have an opportunity to practice
before they are used. One pa ge of visual cues is incl uded on pa ge 81 in the
appendi x.
Notes: You can also assign speci fic gestures for the teacher to use instead of
visual cue cards.

Together with your student, identi fy a skill for them to focus on

using. After you are sure they understand what the skill looks like
and how/when to use it, print out some reminder bracelets for
them to wear each day. It’s a constant visual reminder for them.
Allowing them to color them themsel ves might lead to increased
investment in the intervention.
Fine print:
|) Ensure your wording is positive and as non-stigmati zing as
possible.
2) Some example reminder bracelets are included on page 83 in
the appendix of this resource.
Logistics/Recommendations: See this bl og post with even more details and
in formation about how to i mplement CICO. See pg. 79 for example points sheet.
DEFINITION: Leaving whatever main area they are
expected to be in without permission. Eg. Walking out of
the classroom, going to the wrong area of the playground,
etc. Elopement is generally considered a dangerous
behavior because it often means the student is
unsupervised and/or may leave the building.

WHY?: Have you determined why they are el oping?

✓ Is it too loud and they need to have noise cancelling

headphones available?
✓ Is it to get some gross motor movement and they
need options for this within the room (or just outside
in the hall)?
✓ Is it work avoidance due to academic challenge and
they need academic assistance and/or academic
accommodations?
✓ Is it peer conflict and they need the opportunity to
separate themsel ves from peers?

Taking some super easy data about types of

instruction/activity and ti me of day can hel p (behavior
data tracker).
DEFINITION: When a student is given an independent
task or assignment, work is not finished or is partially
complete (less than 50% done or 0 complete).

WHY?: Have you determined why the student is not

completing the work?

✓ Is the task or assignment too hard/above student’s

instructional level or is the assignment too easy?
✓ Does the student lack the reading and writing skills to
complete the assignment? Do they understand the task
requirement?
✓ Was the student is engaged in lesson prior to being
given assignment?
✓ What is the behavior that the student is
demonstrating when he/she is not working (i.e., head
down, deliberate refusal, talking to peers, frequently
asking for help, engaged in a preferred activity)?
✓ Are there extraneous factors? Is the student easily
distracted?

Taking some super easy data about types of

instruction/activity and ti me of day can hel p (behavior
data tracker).
DEFINITION: This is for the student who may demonstrate
di fficulty with i mpulse control and waiting their turn.
Si milar behaviors include: Saying the first thing on their
mind, interrupting teacher and/or peers, raising their
hand before questions are finished, start working before
told to or before directions are given, and unable to
control their i mmediate reactions or think before they act.

WHY?: Have you determined why they are blurting?

✓ Does the student often blurt out the right or al ways

the wrong answer?
✓ What reaction does the student receive when they
blurt out (from the teacher and peers)?
✓ Does the student know and understand the classroom
expectations when they want to express their
thoughts?
✓ Does the student respond to praise when they
demonstrate the appropriate behavior such as raising
their hand?

Taking some super easy data about types of

instruction/activity and ti me of day can hel p (behavior
data tracker).
Whether or not you know the reason behind a student’s
blurting, here are some interventions you can try:

Stop and Jot: Provide the student with a chosen color post-it
on their desk. Explain to the student that when they want to
share their answer, they can write it on the post-it. The
teacher will come by, read the post-it and do an individual
check-in. Over ti me your goal (as the teacher) will be to
check in less often…waiting until the student has 2-3 post-it
notes before they check in.

3 Tokens: Provide student with 3 of something (tickets, math

cubes, coins, etc.). Show the items to student, and explain
every ti me they want to share first they can trade an item
for that opportunity. If they blurt, you will take one the same
as i f they asked to share. Tokens can be reset in the
morning and/or afternoon.

Labyrinth (geometric form/maze): Can be given when a

student has finished work and waiting to be approved by the
teacher or teacher is hel ping another student. Students can
have their own individual tracing labyrinth at their desks.
See examples on page 84. Add string or glue for texture.
DEFINITION: These are behaviors demonstrated when a
student does not follow an instruction or complete a task
as directed by an adult within 30 seconds (Or within _X_
amount of ti me). Behavior can vary depending on the
student and can be physical and/or verbal refusal.

WHY?: Have you determined why they are exhibiting

defiance?

✓ Is the student doing this for social attention or

attention from the teacher?
✓ Has the student been explicitly taught behavioral
expectations?
✓ Is there a model available of positive behaviors and
student given examples and non-examples of
appropriate behaviors?
✓ Does the student defy in order to avoid/escape non-
preferred tasks/activities?
✓ Is the cause of student’s behavior due to feeling
fear ful, anxious or stressed?

Taking some super easy data about types of

instruction/activity and ti me of day can hel p (behavior
data tracker).
Whether or not you know the reason behind a student’s
opposition and defiance, here are some interventions you
can try:

Increase Praise: Provide recognition for positive behavior.

Praise should be given as soon as possible after the positive
behavior and be speci fic and descri ptive. Highlight and
praise approxi mations to the replacement behavior.
Teachers should provide praise at a 4:1 ratio, meaning 4
praise statements for each redirection statement.

Cal m Corner: Student has designated area/space to have

break when he or she feel s angry or upset.

Relationshi p Building: If student has a behavior chart with a

reward menu, menu should include special ti me with
teacher (can bring a friend, etc. i f student needs it at the
start) and teacher should al ways be the one to give the child
whatever reward they earned. Link to 2:10.

Teacher Response Strategies: Provide the student’s teacher

with effective response strategies.
DEFINITION: A student that is often seen talking with
peers during silent work ti me or teacher instruction and
talking with peers that is off topic.

WHY?: Have you determined why they are talking at

inappropriate ti mes/excessivel y?

✓ Does the student know and understand the classroom

rules on appropriate ti mes to talk?
✓ Is the student doing this for social attention or
attention from the teacher or peers ?
✓ Is the student not completing working while talking in
order to avoid/escape non-preferred tasks/activities?

Taking some super easy data about types of

instruction/activity and ti me of day can hel p (behavior
data tracker).
DEFINITION: This is a student who has di fficulty when
transitioning from one activity to another or in the
hall way/bathroom/line. It could be that their misbehavior
occurs most frequently during transitions or that they
struggle with the transitions themsel ves.

WHY?: Have you determined why they are struggling

during transitions?

✓ Observe the student’s mood. Are they ti red, hungry, con fused,
or not ready to end an acti vity?
✓ Does student know and understand daily schedule?
✓ Are routines explicit and are there clear procedures, taught
and consistently en forced?
✓ Is there a model available of positi ve behaviors and student
gi ven examples and non-examples of appropriate behaviors?
✓ Is the cause of student’s behavior due to feeling fear ful,
anxious or stressed?
✓ Is the di fficulty in transitioning between acti vities, or
between settings (i.e. classroom to hall, l unch to music)?

Taking some super easy data about types of

instruction/activity and ti me of day can hel p (behavior data
tracker).
DEFINITION: This behavior includes any form of verbal
or physical harassment; Any observation of hitting, kicking,
pushing to students or teachers.
Other related behaviors:
Intense anger
Frequent loss of temper or blow-ups
Extreme irritability
Extreme i mpulsiveness
Becoming easily frustrated

WHY?: Have you determined why they are exhibiting

aggressive behaviors?

✓ Observe the student’s mood. Are they tired, hungry,

confused, or not ready to end an activity?
✓ Is the cause of student’s behavior due to feeling fear ful,
anxious or stressed?
✓ Review student background and night/morning prior to
arriving to school.
✓ Does student engage in behavior to obtain attention
and/or to escape non preferred tasks?
Taking some super easy data about types of
instruction/activity and ti me of day can hel p (behavior data
tracker).
Whether or not you know the reason behind a student’s
aggression, here are some interventions you can try:

Tone o f Voice and Appropriate Communication: Maintain a

cal m tone of voice and body posture to project acceptance
and support for the student.

Develop Sa fety Plan: If student has aggressive and potentially

harmful outbursts, devel op a plan and discuss with class a
signal and where they should move to safety quickly.

Cal m down corner: Especially when aggression is coming

from a place of emotional dysregulation, a cal m corner can
be extremely help ful. See more information on page 24

Behavior Chart/Contract: Only award positive behaviors, and

provide ongoing feedback i f student is unable to reach goals.
Review behavior daily with student, discussing how they felt
they did, why, and what to change or do di fferently the next
day, etc.
DEFINITION: This behavior can include a student:
having large sums of money or valuables, like electronics,
not able to explain how and where they got something
from, having nearby students complain of missing items,
and having supplies or hoarding items etc.

WHY?: Have you determined why they are stealing?

✓ Is the cause of student’s behavior due to feeling

fear ful, anxious or stressed?
✓ Review student background and night/morning prior to
arriving to school. Is the student lacking key needs at
home?
✓ Is the student stealing in order to gain attention from
peers and/or teacher?

Taking some super easy data about types of

instruction/activity and ti me of day can help (behavior
data tracker).
Sara@th eresponsivecounselor.com
Sara@Th eResponsiveCounselor.com