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The student made negative/inappropriate comments towards classmates to avoid a difficult assignment.

The student made negative/inappropriate comments towards classmates as a means to gain attention in class.

The student made negative/inappropriate comments towards classmates as a means to gain attention/power in class.

The student used "Ask Three before Me" as a means of gaining attention from peers.

Raised my hand and waited to be called on.

How To: Improve Classroom Behaviors Using Self-Monitoring Checklists

Self-Management

Attachments

References

Whitford, D. K., Liaupsin, C. J., Umbreit, J., & Ferro, J. B. (2013). Implementation of a single comprehensive function-based intervention across multiple classrooms for a high school student. Education and Treatment of Children, 36, 147-167.

Whitford, D. K., Liaupsin, C. J., Umbreit, J., & Ferro, J. B. (2013). Implementation of a single comprehensive function-based intervention across multiple classrooms for a high school student. Education and Treatment of Children, 36, 147-167.

Locust Valley UFSD: Jim Wright's RTI/MTSS Workshops

On March 5-8, Jim Wright presented a series of half-day workshops fo

How To: Use Language Strategies to Promote Engagement in Pre-K and Primary Grades

Behavior

Attachments

Download This Blog Entry in PDF Format: How To: Use Language Strategies to Promote Engagement in Pre-K and Primary Grades

References

Barry, E. S. (2006). Children's memory: A primer for understanding behavior. Early Childhood Education Journal, 33, 405-411.
Beaulieu, L., Hanley, G. P., & Roberson, A. A. (2012). Effects of responding to a name and group call on preschoolers' compliance. Journal of Applied Behavior Analysis, 45, 685-707.
Kesek, A., Cunningham, W. A., Packer, D. J., & Zelazo, P. D. (2011). Indirect goal priming is more powerful than explicit instruction in children. Developmental Science, 14, 944-948.
Wilder, D. A., Fischetti, A. T., Myers, K., Leon-Enriquez, Y., & Majdalany, L. (2013). The effect of response effort on compliance in young children. Behavioral Interventions, 28, 241-250.
Wong, T., Moran, C., & Foster-Cohen, S. (2012). The effects of expansions, questions and cloze procedures on children's conversational skills. Clinical Linguistics & Phonetics, 26, 273-287.

How To: Use a Zone Defense System to Increase Instructional Time in Pre-K and Primary Grades

Behavior

Attachments

Download This Blog Entry in PDF Format: How To: Use a Zone Defense System to Increase Instructional Time in Pre-K and Primary Grades

Download Interactive Zone-Defense Schedule Form (in Microsoft Word format)

References

Casey, A. M., & McWilliam, R. A. (2005). Where is everybody? Organizing adults to promote child engagement. Young Exceptional Children, 8(2), 2-10.
Finn, J. D., & Pannozzo, G. M. (2004). Classroom organization and student behavior in kindergarten. Journal of Educational Research, 98(2), 79-92.

During unstructured times, Nathan has been able to maintain an appropriate level of excitement/fun. (Not been disruptive and/or have to be reminded to contain himself).