x tokens praise free time extra recess self-graphing Cally grade reports 10 parents focd candy extra ant time model buiiding field trips messenger boy party afier school class proctor soda nurse's helper cafeteria helper library time exira reading (free reading) promotion to reguly class lunch counter slars on paper papers on wall gel to sit by friend class leader to bathroom class leader to cafeteria smiles Of leacher pat on back by teacher happy faces on paper name on board library pass. chance to help other students no hornework music pass music teacher heiper jonger lunch periods May Use In, the 62 63. 64 65. Ca 67. 68, 69. 70 Torn magazine selection student grader choose @ game points towards prize money extra privileges extra free time picnic teacher for the day extra time to cook paycheck swimming privilege bowling, desk row leader game equipment manager lean chalk board stamps ona hand stars on a chan read to your children listen to records cross walk patrol leader flag raiser honor roll grades firsi for show and'tell sharpen pencils for class roll call leader sit In front of classa‘om sit in back of classroom sit by windows sit by door grade homework feed classroom animals race Juhanie's wheelchair wih wheelchair his on and offFree Rewards for Elementary! Special Seats - Reviard a well-behaved (or much-improved) child by letting them work at the teacher's desk for an entire day. Or, you can set up a special seat “on the rug” and let chosen students have a chance to sit there during story time. This, free reward is zero hassle for you and quite a thrill for the kids! Lunch Bunch - Recognize a well-behaved table group by inviting them to Lunch Bunch with the teacher. The chosen kids bring their own lunches and eat in the classroom together with you. If you have a TV, find some cartoons to watch. Or, have the kids bring their favorite CDs from home to listen to during lunch (check the lyrics first!). They can also play games when they finish eating. The chilcren feel special because they get to stay inside and you may even find that you enjoy this unique, low-key time with the kids as much as they do. Whole-Group Rewards - Let individual students earn points towards 9 whole class reward. This works especially well for students who crave attention because they will earn positive attention from the whole class for their good behavior. For example, the student can earn a table point for their table group, or 2 few marbles for the class marble jar. This helps difficult students feel like a'real part of the group and it provides for 2 little positive peer pressure to keep them performing well Longer Recess - This is a great one because it doesn't have to involve extra time from you. If possible, reward a child by letting them stay outside and play until a later bell. For example, after my third graders come in, the fourth graders get to play about 10 more minutes. So, I can reward a student by letting them stay out untit the “fourth grade bell.” You may need to doublecheck with yard duty supervisors before doing this. Also, you probably won't want to use this one all the time. The kids do miss some instructicnal time and you are relying on the supervisors to help you out Read-In Party - Stay away from popcorn parties that require extra money and Preparation {rom you. Tell the kids that they can wear pajamas to school that day (discuss appropriate attire, first!). They can also bring their favorite stuffed animal and a pillow. Use the day to celebrate the joys of reading. The kids get to lounge round the room for part of the day, reading, relaxing, and savoring the joy of books. You can also add in other literary activities for @ rewarding day that sends a clear message to the students: Reading is Fun! Afternoon of Art and Music - Art and music are worthy academic subjects. But, if you're like most time-strapped teachers, you can’t fit enough of them into the school day. Motivate your class with this simple reward. Let the class listen to music while they work on an art project. They'll love it and so will you! Good Phone Call Home - Why do phone calls home always have to be negative? Set this stendard on its head by letting parents and guardians knew how great their child is doing in your class. Most students will work really hard to get this kind of individualized recognition that will make a big difference at home This is also a wonderful opportunity to solidity your relationship with parents. They want to know that you love their child and this is an easy way to ake everyone heppy. Kelp in Another Class - This is a great one for reinforcing academic content and building self-esteem in kids who really need it. I's hard to implement :9 kindergartenand first grade classes, but wilh other grades, it works great. Pec ignize a worthy student by letting them help out in a lower grads for avihile, Use your profession: Judgment to make it work in your classroam and school environment, Hand Stamp - Don't get stuck on costly and consumable stickers. Use the simple ink stamps thet you already have to let a student kiow that they are A-OK! Simple stamp ysur sign of approval on the back of the child's hand. You mav want to clear this with parents first, since they might not appreciate ink on their kid's hand.My Contract: Name: —— Date: These are my goals: These are my consequences if I don't meet my goals: These are my rewards/reinforcers if I meet my goals: My contract will be reviewed on, Signatures:© Name: Date: Make it To 100!UO Student Name Behavior: Tuesday, Wednesday |Thursday Friday Student Name Behavior Monday Tuesday Wednesday | Thursday Friday ‘Teacher initials each successful day.Was I Paying Attention? [When you hear the beep, ask yourself if you are doing any of these things: + writing answers + eyes on materials + asking or answering a question + watching the teacher IIf the answer is yes to any of these things, then place a check in the "Yes" icolumn._If the answer is no, than place a check in the "No" column. YES NO As compared 1o yesterday, rate how well you were paying attention today Excellent Good Average Poor What did you tell yourself that was positive about your performance?‘There are several strategies other than medications that are used for students with ADD and ADHD tendencies. 1 will list as many as I can think of and try and categorize them as best as Ican, These are only recommendations so feel free to take or leave as many as you want, Rewards and positive reinforcement 1 Verbal praise is always a must and be given liberally. To really have an impact in making a child accountable to teachers is to use a ratio of 4 to 1 in4 positive comments to 1 criticism. This is a goal to reach for. ‘Use written notes to tell him that he is doing well. Many kids keep those notes, plus they are nice to send home to parents. Do this as often as possible. Have a reverse office referral. When you see him doing well, send him to the office with e slip of paper that was previously set up between you and the principal. When he gets to the office, the principal heaps praise on him and may give him a reward. Come up with a paper kind of reward. This could be a student of the week or star of the day or something similar, but those rewards go a long way toward making the student accountable and wanting to do better. Using some kind of reinforcement schedule such as a token economy, sticker chart, chart moves, or something similar. These programs give the student something to work . Make the schedule so that reinforcers are frequent in nature and in the initial phase of the program, they should be happening all of the time. We want to reward good behavior as often as possible so that he gets the idea of what is appropriate and what is not. Use a punch card with the expected behavior on it. When the expected behavior is completed, give him a punch on the card. When the card is full, give a reinforcer Have @ levels program that he can go through and advance through that allows for extra privileges. Use a behaviora) contract with him. Have him complete a reinforcer assessment to find out things that he likes. Classroom management tips 1 Make sure that the schedule is as structured and as well organized as possible with rules posted on the wall. The schedule should be somewhat predictable If itis going to be a confusing week or the schedule is going to change, let the student know well in advance Use lots of verbal praise. All of the time. Allow him to move from his seat. Sending him to get a drink right before the lesson begins might be enough to get his attention focused back for awhile ‘The movement is the key. The more movement that he is able to get out, the Jonger he will be able to focus10. Wn Move around the room as often as possible and ‘use proximity with him as ‘much as possible. There is a much lower chance of the student committing negative behavior when the teacher is close to them. Use signals with him so that he understands when he is getting out of hand. It may be giving him a red card or it could be tapping the side of your head to remind him to think about what he is doing or holding up your hand. Teach him what this signal means, It might mean that he is being loud or that he is getting too rambunctious, Whatever it is for, teach him this sign and reinforce him when he reduces his behavior upon using a visual request. Give him a nonverbal cue that he can use with the teacher so that they know when he needs to take a break to go to the resource room or that he needs help. Many kids with behavioral problems would rather look bad than stupid so they may not want to raise their hands. When he does something well, don't say that he is good. Tell him the specific behavior that he did well, such as, “Thank you for holding the door for the people” or “Great job cooperating” or “Thank you for finishing your assignment on time.” Talk to him away from the other students as much as possible. Lecturing, talking down to, or disciplining in front of others can increase the likelihood of problematic behavior. ‘Ask him about what is going on in his life, When teachers take an active role in their student’s social life, the student tends to become accountable to the teacher. Be as specific as possible when telling the student what you expect. Don’t use vague terms like “behave appropriately” or “clean up”. Your expectations may not be his expectations, Don’t lecture, teach. Environmental Accommodations Sit him close to the center of instruction and surround him with positive peers ‘who will ignore his negative behavior. Keep him away from high traffic areas. i.e. close to pencil sharpener, teacher's desk, ete Keep him away from the door. This can be very distracting. Have him use two desks that he can move back and forth to. Give him a wiggle seat or a ball to:sit on. Have him chew gum. Don’t have him in a clustered desk group, Have him use a clipboard to write his assigaments on. Remove any unnecessary furniture so that you have more space. . Use a timer to see if he can beat records or to give him an amount of time to complete. You can also use this timer to have him make up time that he is not using appropriately.11, Let him stand close to his desk to work. Ifyou do this, you might want to tape off a square next to his desk that he can work in so he doesn’t go wondering off. 12, Build in stretch breaks for him. 13. When it is time to study, give him some earplugs or headphones to drown out noises. You may also want to play background music in the class or light jazz, classical music, or environmental sounds. That all helps to drown out noise distractions. 14, Make sure that his desk is the right height and that it is not wobbly. 15, Reduce clutter and unnecessary visual overload in the classroom. 16. Provide a study carrel or office area so that he can use it in the back of the room when he really needs to focus. ‘Transitional times 1. Keep transitions as quick as possible. Maybe use a timer. 2. Give him an assigned place in line that he has to go to every time. This may be effective for everyone. 3. Let him know when activities will begin and end. 4. Give specific instructions about how students are supposed to switch to the next activity. Break it down using task analysis, What are the steps in which they are to transition. 5. Using signals for transition such as ringing a bell, hitting a buzzer or clapping a certain way helps. Set the timer for how long it should take to clean up or to get to their seat, 6. Reward smooth transitions. Maybe using 2 card game or points for people who are in their seats or doing expected behavior. 7. Set a goal for the class to have everyone in their seats at a certain time. If they meet the goal, they get to move toward a reinforcer. You can use a chart move for this. This also provides peer pressure to the student. 8, Increase the amount of proximity and supervision provided with the student during transition times. 9. Avoid as many steps as possible when explaining what they should do. Chances are, an ADHD kid will miss some of those steps. Behavior management plans, interventions and supports, 1, Review the program frequently with the team to adjust what needs to happen. Remember that we should always be striving for a goal. What is the goal that you want the student to be able to accomplish? Don't keep them on the same program for too long. That is how students find loopholes or get bored with a program and it invariably leads to having to put more restrictions on. Have every teacher do the same program and implement it as consistently as possible Tie it to rewards or reinforcers that the student can work for.Use daily report cards or a log to send home nightly, Other items that may be effective for commutiication with parents and the student might be a daily performance record or a behavior rating sheet, Keep data. How do you know if it is working if you don’t know where he started at? Chart the behavior in view so that he can see how he is doing. De-escalation strategies 4. SI Teach self talk strategies. Provide a cue or prompt when things are getting out cf hand. Teach before hhand a code word for when he is getting angry or out of hand and explain where to go and what should happen, Keep yourself calm, Use a soft voice and talk slowly. Don’t make e lot of unnecessary movements. Offer choices, Allow the student a chance to calm down and regroup away from the other students, Teach deep breathing techniques. Instructional accommodations UNE Naw uM 12. 13. 14 15 Assist student in getting started on assignments. ‘Make sure that student understands the material. Give breaks. ‘Chunking the assignment for him might be effective, it gives the assignment in short bursts. This gives time for reinforcement as well. Use verbal and nonverbal cues as reminders to stay on task. Adjust time as needed. Write assignments on the board as reminders for the entire class on what they need to accomplish during the day. Provide the student with written list of assignments for the day or at the end of the day. Use books on tape if needed. Make direct eye contact with him as often as possible while teaching the lesson. Provide reinforcement when he receives a certain grade on an assignment. This can be done on a chart move. Shorten assignments if needed, If needed, have him complete the assignment verbally. Adapt the textbook with highlighting if needed. Make sure that he understands completely what the expectations are with the assignment,Toad-ally Awesome Behavior BINGO number “All homework brought in on time “All stars shining bright for the day “Moving quietly in the halls and at restroom g 2 numbers *A compliment from a teacher or staff member 3 numbers “A compliment from.the Assistant Principal/Principal 4 numbers *A good note from a sub “Great behavior on a field trip or assemblyy a oo @.8 ehavior BINGO 1 6 10 1 12 13 14 15 16 7 18 19 | 20 a 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 31 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 4) 42 43 44 45 46 47 48 49 50 dl 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 7 72 73 74 15 16 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 |} 1001 2 3 4 5 6 7 8 g 10 1 12 13 14 1 16 7 18 19 20 a 22 23 24 25 | 26 | 27 28 | 29 | 30 IL 31 32 | 33 34 So) SOM esd 38 | 39 | 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 | 57 58 | 59 | 60 61 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 } 70 1 72 73 14 v1) 76 77 18 79 80 81 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 91 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 WILD | WILD | WILD | WILD | WILD | WILD | WILD | WILD | WILD | WILDConnect the Dots 5 e 6 4, ° 2 3 Ra 2 O17 6 3