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 violations:
  • Pre-referral intervention or behavior support team
  • Data-decision rule for initiating positive behavior support
  • Precorrection intervention to prevent future occurrences of problem behavior
  • 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