Download Printable Cards - Behavior Doctor

Lanyard Cards on the next page and name tags- the lanyard tags should be printed off and
laminated to hang upside down on the lanyard. This will be helpful for educators as they
witness behaviors and will be able to quickly glance to see the best approach. Please print these
cards as single sided so you can match them up red to red and laminate the cards front and back.
p
e
r
This student works best for social
praise. Material rewards only
work if the student comes from a
deprived background.
Group contingencies and group
rewards work well for these
students.
Differentiate using Howard
Gardner’s Multiple Intelligences.
Use stimulating materials for easy
tasks and more refined materials
for more difficult tasks.
Need a 20-30% error rate when
learning new material. It
shouldn’t be too easy or too hard.
p
e
r
Continuous feedback on behavior
is important and directing other
students’ attention to their good
behavior works well for these
students.
Use Social Autopsies if they need
help with behavior.
After a learning period, allow a
short break before testing or
questioning them.
These students do well in group
work settings.
Short learning periods
interspersed with different
activities helps these students
learn best.
Discipline
Learning
Discipline
Learning
Discipline
Learning
p
e
r
The low eagle student will need
your unconditional support and
tolerance.
Threats of negative consequences
can be used with these students.
(Consequences not punishment)
Allow longer periods on tasks.
These students tend to like
working alone on projects.
These student may have to be
encouraged to be less cautious in
work. Match teaching style to
learning style. Bargain- you can
work alone if you do this one
activity with the group
p
e
r
Use a restrained personal
approach. These students will
need emotional support. Structure
the day as much as possible. The
threat of negative consequences
may do more harm than good for
this student.
Give frequent tests rather than a
single final exam. Avoid stress to
perform well, especially on
difficult tasks. Praise the work
they do well. Use Howard
Gardner’s Multiple Intelligences
and match teaching style to
learning style.
p
e
r
Passive personal approach works
best.
Avoid arousing them emotionally.
Give as much emotional support
as possible. Use social skills
training to help them be less
extraverted.
Allow extra time on work. Avoid
stress to perform well. Deemphasize testing. Check out tips
for dyscalculia, dysgraphia,
dyslexia and language processing.
Match teaching style to learning
style. Games can encourage them
to participate in learning.
Discipline
Learning
Discipline
Learning
Discipline
Learning
p
e
r
Use a restrained approach. Give
emotional support as much as
possible. Give feedback in private.
Threats of negative consequences
can be used effectively with these
students. Use relaxation
techniques.
Allow longer periods on task. Use
Howard Gardner’s Multiple
Intelligences and match teaching style
to learning style. Praise work they do
well. Structure their time as much as
possible. Test this student directly
after the learning has occurred. When
they are upset allow them to postpone
doing the work.
p
e
r
Remind them of goals frequently.
Material incentive actually work
better than social incentive.
Stimulating punishments should
be avoided. Have this student plan
how they will handle different
behavior.
Channel competitiveness into
schoolwork. Allow them to work
on creative projects as much as
possible. Allow them to work for
short periods interspersed with
short breaks. Help this student
connect current learning with
future use. Use Howard Gardner’s
Multiple Intelligences.
p
e
r
Channel competitiveness into
schoolwork. Create a positive
framework. Give booster shots on
appropriate behavior. Teach these
students how to control their
impulsivity. Do not use threats of
negative punishment.
Allow student to work for short
periods with frequent breaks.
Allow students to work on creative
projects as much as possible.
Praise work that is done well. Use
stimulating materials to encourage
their work. Teach broad general
principle rather than details.
(Outlining)
Discipline
Learning
Discipline
Learning
Discipline
Learning
p
e
r
Give feedback in private. Material
incentives work best with these
students. Do a functional
assessment to determine cause of
behavior. Putting pressure on
them may lower their
performance.
Allow autonomous time for work.
Allow longer periods on task.
Allow noise blocking devices.
Emphasize details for these
students. Test or question these
students immediately after they
learn the material. Use refined
serious looking material (no
cartoon characters.)
p
e
r
Restrained personal approach is best.
Avoid arousing them emotionally.
Avoid stress to perform well. Build a
relationship with the student.
Discourage extreme impulsivity and
teach student how to avoid
impulsiveness.
De-emphasize testing. Allow
student to work for short periods
with frequent breaks. Channel
competitiveness into school work.
Remind student of overall goal
(why they are learning material)
during their work time. Praise the
work they do well. Have them plan
now/then when doing work.
p
e
r
Restrained personal approach is
best. Avoid emotional experiences.
Avoid stress to perform well. Use
continuous feedback about
behavior. Use social skills training
to help them channel their
impulsivity.
After a learning period, allow a
short break before testing. Games
and competition can engage this
student in the learning process.
Channel competitiveness into
school work. Avoid stress to do
well especially on difficult tasks.
Modify teaching based on learning
style of these students.
Discipline
Learning
Discipline
Learning
Discipline
Learning
p
e
r
Restrained personal approach is
best. Allow student to take off
shoes and wiggle toes. Avoid
arousing these students. Give
feedback in private. These
students like material incentive
more than social.
Avoid stress to perform well. Give
feedback in private. Emphasize
the details for them. Allow them to
work individually as much as
possible. Allow longer periods on
tasks. Allow these students to
work on creative projects as much
as possible. Give frequent tests
rather than a single exam.
p
Build relationships with the student using
TUMS. Greet them at the door with a (T) touch
(handshake or high five), (U) Use their name in
a positive way, (M) Make eye contact and (S)
Smile. TUMS.
n
Use choices whenever possible
National Institute of Health shows equal
choices to be 98% effective.
Use labeling appropriate behavior. Catching
them being good increases appropriate
behavior by 80%,
Use anticipatory set lesson plans to connect
learning to real life.
Use visuals such as Venn Diagrams, Webs, and
logic models. (Marzano)
Give Opportunities for extended learning.
Offer sound blocking devices when doing
independent work.
Provide opportunities to use sound barriers.
Use the check-in check-out program in a
prosocial way- let them come in and be the
teacher’s helper in the morning.
Encourage leadership roles.
Use this child as a role model for younger
children earning privilege of going to younger
class for reward.
Do not threaten this child with line in the sand
choices.
If needed a token economy will work well.
Use a KWL Chart (Marzano)
Use Michenbaum’s 5 step cognitive learning
theory to model steps in difficult work.
Use a variety of choices about different ways to
show mastery.
Provide opportunities to use sound barriers.
Motivation will be higher if they are challenged
in their work.
Differentiated Instruction pairing teaching
styles with learning styles works well.
Use Group contingencies and group rewardscheck out this presentation
http://behaviordoctor.org/files/powerpoints/ci
ties/motivatingwholeschoolusingcontingencies
nrewards.pptx
www.interventioncentral.com techniques work
well.
PBIS Gotcha system will work well for these
students. Check out this page with 32 pages of
free rewards for students:
http://behaviordoctor.org/files/tools/2013rew
ardsforfree.docx
Social incentives work well- check out
http://behaviordoctor.org/rewards.html
Use School-wide Positive Behavior Support
www.pbis.org
Video Modeling is a wonderful tool to use to
teach students and then use for Tuesday Tuneup on whatever behaviors were a problem the
week before.
Typical, the majority of children
Positive Interventions and Effective Strategies
Sociable and Uninhibited
Positive Interventions and Effective Strategies
Shy and Inhibited
Positive Interventions and Effective Strategies
60 beats per minute music.
http://behaviordoctor.org/calmingvideos.html
Yoga breathing exercise. Use LaVoie’s Social
Autopsy Plan
http://behaviordoctor.org/files/tools/socialaut
opsyworksheet.doc
Label appropriate behavior when noticed. Use
the student vs. teacher rating sheet.Use token
economy.
Use class meetings or morning meetings to help
students start their day on a positive note with
compliments going around the room.
Use a point sheet (in private) with this student
for helping them see their own progress.
Use anticipatory set lesson plans to connect
learning to real life.
Use visuals such as Venn Diagrams, Webs, and
logic models. (Marzano)
Use a variety of choices about different ways to
show mastery.
Give verbal and visual clues about what’s
important.
Teach mnemonics for remembering difficult
facts.
Use games from here:
http://behaviordoctor.org/games.html
Read the book “Reality is Broken” by Jane
McGonigal about how games will really help
students in the classroom.
These students may be victims of bullying or
may become the bullies. Check out the Stop,
Walk and Talk Program- from www.pbis.org
(Bullyproofing your PBIS school)
Use Michenbaum’s Five Step Cognitive
Learning Theory to teach difficult tasks paired
with mnemonics.
Consider developing music paired with factslike Multiplication Rock and Roll to help them
learn.
Check out these websites:
www.dyscalculia.org
www.ldonline.org
www.dyslexia.com
Consider using pencils or pens from
www.penagain.com
Use Howard Gardner’s Multiple Intelligences
for letting students show you acquisition skillsrather than paper and pencil tests.
Use a KWL Chart (Marzano)
Use Michenbaum’s 5 step cognitive learning
theory to model steps in difficult work Give
Opportunities for extended learning.
Offer sound blocking devices when doing
independent work.
Provide opportunities to use sound barriers.
These are students that are highly susceptible
to being bothered by sounds in the room, or in
the hallway.
Use social stories or video self-modeling paired
with the student-teacher rating sheet.
http://behaviordoctor.org/files/tools/0809stu
dentteacherratingscale.doc
Use the Incredible 5 point scale.
www.5pointscale.com
Use 3-5 positively stated behavioral
expectations on a student vs. teacher rating
sheet.
Tell students what you will do rather than
telling them what you want them to do.
Video modeling is an excellent tool to use in
private to help them see behavior the way you
want them to see behavior.
60 beats per minute music.
http://behaviordoctor.org/calmingvideos.html
Yoga breathing exercise. Use LaVoie’s Social
Autopsy Plan
http://behaviordoctor.org/files/tools/socialaut
opsyworksheet.doc
Emotional and possible phobias
ADHD
Positive Interventions and Effective Strategies
Learning Disabilities
Positive Interventions and Effective Strategies
Internalizing emotionally over reactive
Positive Interventions and Effective Strategies
60 beats per minute music.
http://behaviordoctor.org/calmingvideos.html
Yoga breathing exercise. Use LaVoie’s Social
Autopsy Plan
http://behaviordoctor.org/files/tools/socialaut
opsyworksheet.doc
.
Use the Check-in/Check-out system
www.pbis.org
Token economy
Love Notes given in private.
USE TUMS at the door with these studentsTouch them (high five or hand shake) Use their
name in a positive way. Make eye contact and
Smile. Use social stories or video self-modeling
paired with the student-teacher rating sheet.
http://behaviordoctor.org/files/tools/0809stu
dentteacherratingscale.doc
Use a KWL Chart (Marzano)
Use Michenbaum’s 5 step cognitive learning
theory to model steps in difficult work.
Give Opportunities for extended learning.
Offer sound blocking devices when doing
independent work.
Give verbal and visual clues about what’s
important.
Teach mnemonics for remembering difficult
facts.
When you want compliance, whisper in their
right ear. Offer them equal choices and walk
away- using expected compliance.
60 beats per minute music.
http://behaviordoctor.org/calmingvideos.html
Yoga breathing exercise. Use LaVoie’s Social
Autopsy Plan
http://behaviordoctor.org/files/tools/socialaut
opsyworksheet.doc
p
eUse the Incredible 5 point scale for target
n
(www.5pointscale.com) Use the
behaviors.
Check-in/Check-out system. www.pbis.org
Token economy paired with student vs. teacher
rating sheet. Develop a secret code between
teacher and student to identify potential
targeted behaviors before they become a
disruption. Use social stories or video selfmodeling paired with the student-teacher
rating sheet.
http://behaviordoctor.org/files/tools/0809stu
dentteacherratingscale.doc
Use anticipatory set lesson plans to connect
learning to real life.
Use visuals such as Venn Diagrams, Webs, and
logic models. (Marzano)
Give Opportunities for extended learning.
Offer sound blocking devices when doing
independent work.
Give verbal and visual clues about what’s
important.
Teach mnemonics for remembering difficult
facts. When you want compliance, whisper in
their right ear. Offer them equal choices and
walk away- using expected compliance.
Use visuals such as Venn Diagrams, Webs, and
logic models. (Marzano)
Use a variety of choices about different ways to
show mastery.
Give verbal and visual clues about what’s
important.
Teach mnemonics for remembering difficult
facts. Develop a secret code between teacher
and student to identify potential targeted
behaviors before they become a disruption.
Use social stories or video self-modeling paired
with the student-teacher rating sheet.
http://behaviordoctor.org/files/tools/0809stu
dentteacherratingscale.doc
Build a relationship with the student using
TUMS (at the door) . Touch- Use Name- Make
Eye Contact- and Smile.
Employ counseling techniques.
Eat lunch with this student once a week to
convey progress.
When you want compliance, whisper in their
right ear. Offer them equal choices and walk
away- using expected compliance.
60 beats per minute music.
http://behaviordoctor.org/calmingvideos.html
Yoga breathing exercise. Use LaVoie’s Social
Autopsy Plan
http://behaviordoctor.org/files/tools/socialaut
opsyworksheet.doc
Disruptive and Aggressive
Positive Interventions and Effective Strategies
Extremely Impulsive and lean
toward violent
Positive Interventions and Effective Strategies
Hostile behavior toward objects
rather than people
Positive Interventions and Effective Strategies
60 beats per minute music.
http://behaviordoctor.org/calmingvideos.html
Yoga breathing exercise. Use LaVoie’s Social
Autopsy Plan
http://behaviordoctor.org/files/tools/socialaut
opsyworksheet.doc
n
Put on a token economy where the payoff is a
small tangible to begin with eventually moving
to social rewards if possible.
Use logical consequences.
Use social stories or video self-modeling paired
with the student-teacher rating sheet.
http://behaviordoctor.org/files/tools/0809stu
dentteacherratingscale.doc
Use a KWL Chart (Marzano)
Use Michenbaum’s 5 step cognitive learning
theory to model steps in difficult work.
Give Opportunities for extended learning.
Offer sound blocking devices when doing
independent work.
Give verbal and visual clues about what’s
important.
Teach mnemonics for remembering difficult
facts.
When you want compliance, whisper in their
right ear. Offer them equal choices and walk
away- using expected compliance.
60 beats per minute music.
http://behaviordoctor.org/calmingvideos.html
Yoga breathing exercise. Use LaVoie’s Social
Autopsy Plan
http://behaviordoctor.org/files/tools/socialaut
opsyworksheet.doc
Use token economy where pay off is a
leadership role in the class.
Use the student teacher rating sheet.
Use social stories or video self-modeling paired
with the student-teacher rating sheet.
http://behaviordoctor.org/files/tools/0809stu
dentteacherratingscale.doc
Use a KWL Chart (Marzano)
Use Michenbaum’s 5 step cognitive learning
theory to model steps in difficult work.
Give Opportunities for extended learning.
Offer sound blocking devices when doing
independent work Give verbal and visual clues
about what’s important.
Teach mnemonics for remembering difficult
facts.
When you want compliance, whisper in their
right ear. Offer them equal choices and walk
away- using expected compliance.
Use anticipatory set lesson plans to connect
learning to real life.
Use visuals such as Venn Diagrams, Webs, and
logic models. (Marzano)
Give Opportunities for extended learning.
Offer sound blocking devices when doing
independent work Give verbal and visual clues
about what’s important.
Teach mnemonics for remembering difficult
facts.
When you want compliance, whisper in their
right ear. Offer them equal choices and walk
away- using expected compliance.
Use social stories or video self-modeling paired
with the student-teacher rating sheet.
http://behaviordoctor.org/files/tools/0809stu
dentteacherratingscale.doc
Use 3-5 positively stated behavioral statements
and teach, model, practice and praise those
when witnessed.
Give booster shots before entering antecedents
which trigger behavior.
60 beats per minute music.
http://behaviordoctor.org/calmingvideos.html
Yoga breathing exercise. Use LaVoie’s Social
Autopsy Plan
http://behaviordoctor.org/files/tools/socialaut
opsyworksheet.doc
Frequently Agitated
Positive Interventions and Effective Strategies
Very Disruptive and Aggressive
Positive Interventions and Effective Strategies
Very Anxious and Agitated
Positive Interventions and Effective Strategies