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Initial offense
The teacher must determine if this is an initial offense from the student. If it is they must determine whether it is a minor or major initial offense and determine a plan of action to take to help redirect the student on to the correct path for good behavior. -
Minor offense
If it is the students first minor offense, the teacher should take into consideration acquisition, fluency, maintenance, and generalization. The teacher should reteach the appropriate behavior, to offset an acquisition error. For a fluency error, the teacher should provide opportunities to practice the appropriate behavior. In order to maintain the correct behavior, a brief reminder will help the student follow the appropriate behavior and should be practice in different settings. -
Positive-practice overcorrection
In positive-practice overcorrection, the student or students who engage in inappropriate behavior are required to engage in the appropriate behavior—and then some (Alberto & Troutman,
2013).
The student will go back and organize their center the correct way several times through out the day. Reference:
Simonsen, Brandi (2014-12-29). Classwide Positive Behavior Interventions and Supports (Guilford Practical Intervention in the Schools) (Page 163). The Guilford Press. Kindle Edition. -
Response Cost
With response cost a stimulus is taken away contingent on inappropriate behavior (Simonsen et al., 2008). If the student is fighting with another student over a water bottle, the teacher should take away the water bottle and explain to them why it was taken away. Reference:
Simonsen, Brandi (2014-12-29). Classwide Positive Behavior Interventions and Supports (Guilford Practical Intervention in the Schools) (Page 163). The Guilford Press. Kindle Edition. -
Specific and contingent error correction
The teacher provides feedback, offers support to the student, and then provides contingent feedback and praise when the student demonstrates the correct response. The student has a tough time sharing, the teacher explains the importance of it and when the student shares, she makes sure to praise the student. Reference:
Simonsen, Brandi (2014-12-29). Classwide Positive Behavior Interventions and Supports (Guilford Practical Intervention in the Schools) (Page 157). The Guilford Press. -
Time-out form reinforcement
In order for time-out to be effective, the student needs to be prevented from accessing or removed from the environment where he or she wants to be. If the student is disrupting class by talking with his peers he can be moved to a different part of the classroom for a certain amount of time. Reference:
Simonsen, Brandi (2014-12-29). Classwide Positive Behavior Interventions and Supports (Guilford Practical Intervention in the Schools) (Page 166). The Guilford Press. -
Major Offense
After several continuum strategies to offset the inappropriate behavior, if the student continues to misbehave and does a major offense they should be sent to the principals office with a discipline form. -
differential reinforcement of other behaviors (DRO)
With differential reinforcement of other behaviors (DRO), teachers reinforce the absence of the target behavior after a certain time. If the student does not disrupt class by speaking out loud without permission. The student can have 5 minutes of free time before the class ends. Reference:
Simonsen, Brandi (2014-12-29). Classwide Positive Behavior Interventions and Supports (Guilford Practical Intervention in the Schools) (Page 160). The Guilford Press. Kindle Edition.
