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LEVEL II INTERVENTIONS FOR THE CLASSROOM

Explore effective strategies like self-monitoring, behavior contracts, individual behavior charts, and small group interventions in the classroom setting. Enhance social skills, reinforce positive behavior, and monitor progress to support students' emotional and behavioral development.

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LEVEL II INTERVENTIONS FOR THE CLASSROOM

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  1. LEVEL II INTERVENTIONS FOR THE CLASSROOM

  2. Self-Monitoring • Share collected data with student • Have student collect data • Discuss hypothesis (science experiment) • When the behavior decreases - reinforce

  3. CONTRACTS • Share collected data • Write Contract: First this… • Then this… • (Good for Escapees!)

  4. Individual behavior chart • Focus on cluster of behaviors • I will follow directions by: 1.)Listening to the teacher 2.)Staying in my area 3.)Getting started on my work Remember to Reinforce! Reinforce! Reinforce!

  5. GIVE RESPONSIBILITY • Create a daily classroom or school wide job. • For Example: The student that is consistently tardy could be held responsible for being the daily flag raiser.

  6. SMALL GROUP • Utilize counselor/social worker for small group social skills • Push in during “social times” such as recess and lunch • Connect With Kids • Character Education (enhance)

  7. Peer role model • Give the job of demonstrating to others expected behavior • How to stand in line • Keep Personal Space • Be a good worker

  8. Follow up steps • Always schedule follow up meeting or initial meeting to review! • PROGRESS MONITOR CURRENT INTERVENTION (this begins from day 1 when you start interventions) • Bring all paperwork to meeting – review, analyze and make changes.

  9. level 3 intervention • REMEMBER THIS IS A TEACHING PROCESS • IT INVOLVES: TEACHING, MODELING, REHEARSING AND PRACTICING, PRACTICING, PRACTICING

  10. TEACH WHAT?? • Follow Directions vs. follow directions given 2 prompts with use of a timer • Refrain from aggression vs. Recognize triggers and utilize appropriate coping strategies • Comply/ Complete task vs. Begin task with no more than 2 prompts and complete with 80% accuracy • On task vs. Self monitor on task/off task and utilize strategies for remaining on task.

  11. How to teach • Coping Strategies; breathing, counting, self-talk • Anger Management • Impulse Control Lessons • Reinforce for utilizing strategies • Visual monitoring WITH imbedded reinforcement • Role Play • Use of timers for expected time frames • Process 1:1 via point sheet results • Self monitor using variable time schedules

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