Tier 1
Providing clients with a quick reminder of their expectations using no more than one to two sentences. Can also be done using non-verbal cues.
Redirection
A daily behavior chart used to address main problem areas where the client is scored for each period, hour, etc., in the areas you decided to put on the chart in order to earn some sort of prize.
Incentive Chart/Reward Point Sheet
An outline of the clients specific behaviors, vulnerabilities, and triggers, as well as what specific interventions and class supports to provide, and not provide, to best address the behaviors.
Behavior Intervention Map (BIM)
Manual holds to restrict clients movement. Different forms including standing, seated, wall-assisted, and floor-assisted.
Restraint
Sending a referral sheet to the office with a detailed description of the student's behavior.
Office/Behavior Referral
A designated space, usually in the classroom, where clients can go to regulate their emotions. It is used to help develop coping skills, support self-regulation, and provide a safe space to calm down or solve problems. These spaces can include activities like socioemotional books or calming music.
Mindfulness/Calm-down Corner
Inviting the client and a few of their peers to engage in facilitated activities during their lunch period. Can be used for conflict resolution, relationship building, practicing taught social skills, etc.
Lunch Bunch
Connecting with stakeholders around how to best support a client.
Team meeting & Collaboration
Keeping a client alone in a room and preventing them from exiting until they are able to follow directions and demonstrate safety.
Seclusion
Keeping close physical spacing near students who are easily distracted and off-task.
This intervention is used to give clients time to cool down, reset, divide up monotonous tasks, or address challenges with boredom or stimulation. It involves allowing the student a set amount of time in a designated area.
Breaks
A form that is used to address main problem behaviors, where an agreement is made between the client and staff, then the client's behavior in these areas is tracked on a chart throughout the week/month. A copy of this form is sent home for the family to sign and review with the student.
Behavior Contract
Items used to support with behaviors that are primarily due to sensory issues.
Sensory Tools
Taking a "defensive crouch" to help keep your center of gravity low in preparation to move suddenly if you need to while keeping your hands and arms in front of you to protect yourself. Giving yourself as much space from the client as possible and moving as far away as you can as quickly as possible.
Evasion
A technique or phrase used to quickly capture students' focus and bring their focus back to, or transition between, lessons/activity's or transition, often involving a visual cue, sound, or engaging question.
Class Callbacks/Attention Getters
Recognizing students for following rules, directives, directions, participating, etc, to support with managing, promoting, and correcting undesired behaviors.
Positive Praise
Clients are provided emotional support, assessed for needs, and taught to manage mental health challenges that may impact their learning and overall well-being.
Counseling/Therapy
Providing an alternate space for a client to engage in given tasks such as classwork, reflections, and/or restorative work.
Separate Setting
Removing others from the space when a client is in crisis. Also includes removing any potentially threatening objects from the space (when possible).
Classroom Clear
Supporting students to maintain focus on current classroom task by checking for comprehension of subject matter.
Checking for Understanding
A tool used when a client is displaying unacceptable behaviors that do not follow classroom/school expectations. The client is directed to think on their behavior and record their thoughts on what happened then discuss it with a staff member.
Reflection Sheet
A research based intervention that can be changed and adapted to suit any school or situation, consisting of clients meeting with a staff member at the start of school for encouragement and goal setting, then meeting again at the end of the day to review the day. This intervention can be paired with reward point sheets to support with motivation and goal tracking.
Create a list or outline of steps for a routine/procedure the client needs reinforcement on (i.e. behavior in the hall, using the bathroom, starting classwork, etc.). For each step of the process, develop a simple sentence to explain the step and utilize a picture to represent the action. When complete it is reviewed with the client daily before they perform that routine/procedure.
Social Story
A key for Crisis Communication using brief, clear words and sentences where words should be five letters or less and sentences five words or less.
The Rule of Five
A form of redirection where students are asked to explain what they are supposed to be doing and/or what behaviors they should be displaying.
Reciting/Reviewing Expectations