Phase II: Implementing:
Responding to Behavioral Violations
Responses to behavioral violations are consistent across the school:
- Define and directly teach rule violations
- In observable terms
- With examples
- Along a continuum of increasing severity
- Develop clear distinctions between problem behaviors that are managed
by staff/classroom teacher and by office/administrative staff
- Establish procedures for preventing and responding to repeated rule
- Pre-referral intervention or behavior support team
- Data-decision rule for initiating positive behavior support
- Precorrection intervention to prevent future occurrences of problem
- Formal procedures for teaching, practicing, and reinforcing positively
prosocial behaviors to replace problem behavior.
- Adult mentoring
- Assign corrective consequences based on the purpose/motivation (function)
of the problem behavior:
- Access/get attention, activities, objects, etc.
- Escape/avoid attention, activities, tasks, etc.
- Understand the delineation between minor and major offenses
- Obtain staff consensus on which behaviors are managed in the classroom
and those that require an office referral
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