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Time-Out

- “Time-out practices have been used in classrooms, especially elementary classrooms, for many years as a behavior change intervention support” (Hamlett, 2018, p. 1).   - We have all seen the time-out being used within a classroom. Whether, it was used for us, our classmates, our children, or our students, we have all seen it.  - We may also have some negative feelings about the time-out process, depending on how we saw it being implemented - “Time-out , when used correctly in the classroom, is a powerful, strategic, scientifically based educative intervention” (Hamlett, 2018, p.1).  - If the teacher is using the time-out process correctly, the time-out has a purpose and is meaningful to helping the student improve.  - It is planned and specific to be able to be able to intervene effectively and efficiently. - “The goal is to decrease and eliminate inappropriate behavior, while at the same time to increase and hopefully move to self-...
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Intervention Strategies

Students' behavioral c hallenges c an c ome in all different types and intensities. Therefore, responding to these behavioral c hallenges need to be done spe cifi c to each student and ea ch challenge. You can not use a general response or intervention plan for different students or different challenges. Ea ch require their own, spe cifi c, response.  Intervention strategies are planned after the challenge has been identified. Intervention strategies are made using data-based problem solving. Intervention strategies are made to spe cifi cally meet the needs of the student re ceiving the intervention. Intervention strategies are made to spe cifi cally meet the challenge that is demonstrated by the student. Intervention strategies are eviden ced-based and proven to be effective. Intervention strategies look to both in crease proso cial behaviors, as well as de crease negative or challenging...
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Problem Analysis

Problem analysis is a very important part of the process in determining reasons why students are displaying challenging behaviors. The following are just some of the many reasons students may be displaying challenging behaviors in the classroom. - Academic Struggles - Academic boredom - Academic disinterest - Home life - Stressful events - Trauma or tragedy - Poverty or financial struggle - Displacement - Hunger - Low social skills - Lack of friendship - Teasing and bullying from peers - Desire to fit in - Inability to appropriately communicate with peers - Negative experiences with teachers - Negative experiences with administration - Lack of preparedness of instruction - Poor time-management within class - Unsafe or uncomfortable classroom environment - Ineffective classroom management Obviously, these being only some of the reasons, it is very challenging to determine what reason or reasons students may have for their challenging behavior. This is why problem ...
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Multi-Tiered Approach to Intervention

" A multi-tiered approach to behavioral instruction and intervention is being implemented in many schools across the country as a means for teachers and schools to establish consistency and a network of support for students" (Hamlett, 2018, p. 3). This quote gives us a reason why you may be seeing tiers of intervention at your s chool. These tiers are not meant to look like levels of punishment, or something to fear, but rather should be seen as a system of support available to all students who may need that support at varying levels of intensity.  Some important things to know about the multi-tiered system: - We don't have tier I or II or III students, we have students who may have needs in these different levels.  - "Movement through the tiers is fluid" (Knoff, 2011, p. 51).  - We want students to be su c cessful and move to lower intensity level tiers, or avoid higher intensity tiers. - Needing support is not something to ne cessarily view as a negativ...
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