In-The-Moment Response

Strategies
Wishon Elementary Buyback March 4, 2024
Outcomes
•Refresh & self-assess proactive Tier 1
practices
•Learn in-the-moment strategies in response to
student misbehavior
Precision Request, Jot-It-Down, Cool Down Corner, Behavior
Momentum, “Sure I Will” Program, Designing a Hierarchy of
Consequences
 Importance of Strengthening
Tier 1 Practices

• Creates the conditions for

learning
• Proactive and preventative
• Structures promote positive
teacher-to-students and
student-to-student
relationships
• Provides skill building
opportunities for students
Turn and Talk
• What is one strength area?
• What is one area for growth?
• What intentional action can you take to
address your area of growth?
Power Bi Data
The Tough Kid
Defined
• Behavioral Excesses
(Noncompliance, Coercion,
Aggression
• Behavioral Deficits
(Behavioral, Social, Academic
Deficits)
 What are Reductive
Techniques?
•Any research-validated (evidence-based) technique that will temporarily
stop or suppress a behavior.

•Use reductive techniques to stop or reduce behavioral excesses while you

work on building appropriate replacement skills.

•Positive procedures can build the social, academic, and self-management

skills that are necessary to replace behavior excesses.
Precision Requests
S T E P 1 : Introduction
Before you use the
Precision
procedure, explain Precision Requests
Request and its
consequences to the whole
class
S T E P 2 : Make “Please” request
• Make a quiet Precision Request that uses the student’s name, the word
PLEASE
• Request a non-question format
• Use proximity and make eye contact

Example:
“MAYA, PLEASE GET YOUR MATERIALS OUT
AND START WORKING”
S T E P 3 : Wait 3-5 seconds
Wait 3-5 seconds and do not interact further with
the student at this time
S T E P 4 A : Compliance
If the student starts to comply, verbally reinforce them
immediately, frequently, and enthusiastically, using
behavior-specific praise, and making eye contact
 S T E P 4 B : Non-Compliance
If the student does not start to comply within 3-5
seconds, make the request a second time with the signal
word NEED.

Example:
“I NEED YOU TO GET YOUR MATERIALS OUT
AND START WORKING”
S T E P 5 A : Compliance
If the student starts to comply, verbally reinforce them
immediately, frequently, and enthusiastically, using
behavior-specific praise, and making eye contact
S T E P 5 B : Non-Compliance
If the student does not start to comply within 3-5 seconds,
follow through with a pre-planned consequence.
 S T E P 6 : Follow-through
IF NEEDED

After delivering the consequence, again repeat the request

using the signal word need. If the student complies,
reinforce them. If not, deliver the next preplanned
consequence from the hierarchy.
 Key Components in PR
• The signal word NEED signals a message
• After the student experiences the
consequence, immediately repeat the original
request
• If the consequence does not work, move on to
the next in your hierarchy of consequences
(preplanned and implemented)
 Your Choice
• Jot-It-Down
• Cool Down Corners Chose a
strategy/classro
• Behavior Momentum om
practice you wo
• “Sure, I Will” Programlearn m u ld like to
ore about!
• Designing a Hierarchy of
Consequences
 Process & Share the Knowledge
Each group will
present in their own Some examples are:
creative way! • Role-play
• Skit
Questions to Consider
• Poster
• Canva Flyer/Brochure
What is the strategy?
• PPT
When and how would you use it?

What considerations can you think of?

Cheat
Sheet