Series of Interventions- Does not Follow Directions

Problem Behaviors:
• Child may have trouble following multi-step directions
• Child may be off task
• Child may often rush through assignments

Suggestions:
• Provide clearly stated directions (oral and written if necessary) and keep them as simple and concrete as possible
o Make sure that written directions are printed clearly and large enough to read
• Stand next to the child when giving directions
• Speak to the child to make sure he / she understands the directions
o Ask them to repeat the directions back to you
• Create a risk free environment where the child feels free to ask for clarification of directions
o Many children would rather do an assignment incorrectly that risk asking the teacher/parent for help
• Teach the child how to question any directions that he / she does not understand
o Role-play if necessary
• Reinforce the child for following directions
o Try to move from the tangible reinforcer to intangible as quickly as possible
• Break directions up into smaller parts if necessary and monitor the child frequently
o Have the child do one step at a time while you monitor to make sure that he / she
understands when doing a written assignment
• Assign a peer to work with the student to help him/her follow directions
• Have the child practice following directions on nonacademic tasks- Games, errands, etc.
• Give the child a predetermined signal before giving directions so that he / she will be ready for them- Handclap, hand raise, etc.
• Require that any assignment done incorrectly because directions were not followed, be redone
o It is important to be consistent with this
• Follow a less desirable task with a highly desirable task so that the student will want to do the first
task correctly to get to the second one
• Make sure that the child has all of the materials necessary to complete the activity or task
o However, make sure that the directions are given before the materials are handed out so as not to distract the student
• Maintain consistency in the format of directions
• Tape record directions for student if necessary
• Create direction-following activities that are fun as well as helpful
• Make sure the child can achieve success when following directions

I have used many of what has been written here- and it does work just be consistent
Adapted from Pasco county schools

Series of Interventions-Becomes upset with Constructive Criticism

Problem Behaviors:
• Child often reacts with anger or indifference when correction is given
• Child will often make excuses for poorly completed work or mistakes

Suggestions:
• Reinforce the child for responding in an appropriate manner to constructive criticism and to
redirection within a given period of time.
• Speak with the child to explain the importance of receiving constructive criticism. Explain that it is meant to be helpful, not threatening.
• Demonstrate and teach ways to respond to constructive criticism.
• Provide the child with clearly stated criteria for acceptable work. Determine the reason for the errors made by the child. Teach the child how to question anything he / she does not understand. Encourage the child to check and correct his / her own work.
• Structure the environment so that the parent is the only one providing the constructive criticism.
• Select the appropriate time to provide the constructive criticism. Choose a time when the child more likely to accept it. Assess the criticism to be sure it is constructive and positive and always do it in private.
• Provide enough time for the child to respond to the constructive criticism.
• Make certain that you offer the child help at the same time you give the constructive criticism. (i.e.help the child correct one or two items to get them started.)

*adapted from pasco county schools

Series of Interventions- Cheats, Lies, or Distorts the Truth

Problem Behaviors:
• Child will often make inaccurate statements or withhold the whole truth
• Child may make up stories or excuses or blame others

Suggestions:
• Speak with the child to explain the importance of telling the truth and reinforce the child for
making accurate statements
• Avoid placing the child in situations where they have the opportunity to lie or distort the truth
• When the child is successful at an academic or social activity, provide them with positive
feedback
• Reduce competitive situations where children might be forced to make inaccurate statements or cheat
• Evaluate the level of difficulty in relation to the child's ability to perform the task
• Make sure the child knows that he / she can ask questions when taking tests or doing activities
• Provide the child with opportunities to share truthful information
• Avoid making accusations that might prompt the child to lie
• Remove punishment for accidental behavior or for telling the truth
o Punishment in these situations often prompts the child to lie or not tell the complete truth
• Help the child to learn that telling the truth as soon as possible prevents future problems for the child
• Don’t buy into the child’s excuses, stories, or lies
• Allow natural consequences to occur when child cheats, lies, denies, or exaggerates the truth

Adapted from Pasco County Schools for home use

Series of Interventions- Agitates and Provokes Others

Agitates and Provokes Others

Problem Behaviors:
• Child is often off task- not focused
• Child often tries to distract others
• Child often has trouble communicating his / her needs in an appropriate manner

Suggestions:
• Reinforce the child to communicate in an appropriate manner.
• Speak to the child and explain what is expected of him / her.
• Teach the child appropriate ways to interact with others. (i.e. verbally, body language, etc…)
• Acknowledge the child when he / she seeks attention in a positive verbal way instead of trying to gain attention through physical contact.
• Remove the child from the a group or activity until he / she can demonstrate appropriate behavior.
• Give your child your full attention when talking to him / her.
• Communicate with others involved in child's life regarding your child’s behavior. See if they will reinforce the child at other places for behaving appropriately.
• Reduce the number of situations that could contribute to the child's derogatory comments or
inappropriate gestures.
• Provide the child with a quiet place to work when needed.
• Requires the student to list alternative appropriate behaviors following an instance where he / she made derogatory comments.
• Emphasize individual success or progress instead of competition with others.
• Watch for signs that might signal when the child begins to provoke peers and intervene early.


Adapted from Intervention program from Pasco County Schools- I tweaked it for home version

Sorry

I plan on posting a series of information as soon as I return from vacation- this will starte Monday the 12th