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The Teacher as Classroom Intervention First-Responder in Grades 3-12: How to Find & Fix Academic Skill Deficits

How To: Reduce Time-Outs With Active Response Beads

  • Behavior

Learning Spark Blog: Jim Wright

Attachments

  • Download This Blog Entry in PDF Format: How To: Reduce Time-Outs With Active Response Beads

References

  • Grskovic, J. A., Hall, A. M. Montgomery D. J., Vargas, A. U., Zentall, S. S., & Belfiore, P. J. (2004). Reducing time-out assignments for students with emotional/behavioral disorders in a self-contained classroom. Journal of Behavioral Education, 13(1), 25-36.

Joziah stayed in the classroom. He traveled quickly back to his seat. He avoided spending too much time socializing with other students or getting out of his seat.

Joziah stayed in the classroom. He traveled quickly back to his seat. He avoided spending too much time socializing with other students or getting out of his seat.

Student followed staff directions with 80% compliance.

When given adequate individual instruction, Tariq worked independently to complete assignments.

I can show appropriate behavior toward others.

I can show appropriate behavior toward others in class and on the playground.

I am motivated to work on class assignments, and gave my best effort.

I can listen and follow instructions.

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