Proximity Using proximity refers to physically positioning the teacher close to a student.  Proximity can be used as a whole group strategy or for individual students.  With the whole group, the teacher can intentionally move through the classroom during instruction, creating opportunities to be near each student for a period of time, demonstrating supervision and [...]

Re-direct This strategy employs a very brief, clearly and privately stated verbal reminder of the expected behavior. A re-direct includes a specific restatement of the classroom rule/procedure the student needs to demonstrate. A redirect clarifies and emphasizes the current expectation. Example: “Kelly, please begin your writing assignment.” (Later) “Nice job being responsible, Kelly, you have [...]

The indirect and direct strategies introduced are all consequences. That is, using the A-B-C model, they are the “C”.  The consequence is simply what happens after a behavior error occurs.  The goal of using these strategies is to decrease future occurrences of the behavior error(s). Although in technical behavioral terms they are called “punishment,” these [...]

Even with a plan for preventing and responding to behavior errors, these errors will occasionally occur.  To reduce the likelihood of minor behavior errors developing into major behavior events, it’s important to be familiar with the Acting Out Cycle (Colvin, 2004). Understanding the phases of the acting out cycle, including typical student behaviors at each [...]