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Acquisition error- First inappropriate behavior
On the first day of school, I would consider any minor disruptive behavior as an acquisition error. I would teach my students explicitly the acceptable behavior, post the class rules and would decide the re-inforcements and consequences with my students. -
Fluency error
Students have skill but does not use it consistently and do errors. I would remind them again of the acceptable behavior and provide them the feedback for the appropriate behavior. For instance, when a student talks and interrupts another student during group discussion, I would remind him to wait for his turn and raise hand to speak. -
Maintenance error
After few days into the school, students often forgets few class rules which leads to interruptions in the class. For instance, students become chaotic during group work. I would provide a brief reminder of the appropriate behavior and reinforce the acceptable behavior right away. -
Generalization error
Provide practice and reinforcement in other settings and with other people. Students know that they must keep their hands to themselves but in the excitement of going on a field trip forgets the rule. I would remind them by saying that I understand that they are excited to go on a field trip but we should always keep our hands to ourselves like my friend Eric. Good job, Eric. -
Occasional Setting event
Mark had a birthday party the previous night and slept late at night. Today, he is cranky and do not want to share the chips while playing math bingo with Sammy. I would ask Mark to go to a different table to rethink of his behavior. -
Reteach the acceptable behavior
Reteaching the acceptable behavior often helps students to understand that standards of acceptable behavior taught earlier in the school year applies later in the school year too. Reteaching can vary from simple reinstating a rule to actually teaching a rule again. For instance, reminding the students to cooperate during a group project or reteaching the students the ways to resolve the conflicts of opinions during a group project. -
Reminding consequences
Student receives one warning that specifically states the inappropriate behavior, the consequence for continuing with the inappropriate behavior, and the appropriate behavior that should occur. For instance, Andy grabbed the worksheet from my hand. I would remind him to be gentle and not grabbing the worksheet from anyone's hand and would praise him when he accepts the worksheet gently the next time. -
Continual Engagement in Inappropriate Behavior: Consequence
Employ a function-based consequence (e.g., remove him or her from peer group if behavior functions to obtain peer attention or have student make up missed work during recess or after school if behavior functions to escape work). For instance, If a student is not sharing the materials during center time then I would explain him why that behavior is inappropriate and as a consequence he has to miss center time for the day and read alone in his desk. -
Continual Engagement in Inappropriate Behavior: Withhold Reinforcement
Withhold reinforcement (e.g., tokens from the classroom reinforcement system) for a specified amount of time. For instance, if a student shouts in between a group discussion so that he/she can get extra tokens for the correct response without raising the hand inspite of being told not to do so, then I would withhold the tokens for that particular student. I would ask him/her to try to earn tokens in the next group discussion by raising hand and waiting to be called patiently. -
Continual Engagement in Inappropriate Behavior: Alert Guardians
Alert guardians if student does not respond to initial consequence (and follow up with report of appropriate behavior as soon as possible). When a student constantly ignores the class rules and disrupts the instructional time by talking and poking his peers, I would set up a parent-teacher conference to set up an action plan for the student to be followed at home as well as at school.
