Establish Routines and Prodedures
Post evidence based interventions here:
Laura Bartholomew:

Ignoring and Pivoting

This classroom intervention involves ignoring undesirable behaviors while reinforcing appropriate behaviors of nearby students. Five steps are involved.
1. Ignore targeted undesirable behavior
2. Avoid giving a verbal response to the undesirable behavior.
3. Avoid non-verbal responses such as rolling eyes, crossing arms, staring etc.
4. Provide positive reinforcement within 3-5 seconds to a nearby student displaying desired behavior.
5. Provide positive reinforcement within 3-5 seconds to target student after desired behavior begins.

Kostner, T. (2012). The nuts and bolts of preventative classroom management: PBS in the classroom: Universal prevention. Retrieved on March 30, 2010 from:

Social Stories

A growing body of research supports the effectiveness of Social Stories in reducing challenging behaviors and increasing appropriate behaviors. A Social Story is a brief individualized story explaining how to handle a situation that presents challenges for the child. The story presents information about the situation and how others may feel or react. It validates the child's feelings, and provides an appropriate response. Similar to other behavior interventions, several factors must be considered before implementation.
1. Gather information about child such as likes, dislikes, strengths ,etc.
2. Define the target behavior in concrete observable terms.
3. Assess the target behavior to determine the function.
4. Develop a function based social story teaching replacement behavior. Make sure story matches the comprehension level of the child. 5. Implement, monitor, and evaluate the intervention

Delano, M., & Stone, L. (2008). Extending the use of social stories to young children with emotional and behavioral disabilities. Beyond Behavior, 18(1), 2–8. Retrieved from the Walden Library using the Education Research Complete database:

Carol Gray, founder of Social Stories discusses their use

Click on images to view social stories:
"Accepting No"
"When I Get Mad"

Garrett Herthum :
Token Economies: According to the article The Effects of a Token Economy System to Improve Social and Academic Behavior With a Rural Primary Aged Child With Disabilities, one of the most powerful and data-based procedures to improve classroom behaviors has been to employ a token economy (Kazdin, 1977, 1982b, McLaughlin & Williams, 1988). In a token economy there are eight steps to follow in order for it to be successful. One of the most important aspects of the token economy is to make sure the students are involved in the process. Token economies allow you to address target behaviors for a group of students. Thoughtful planning and attention to regulations prevent them from becoming merely reward systems that do not foster new alternative behaviors.
1) Design a list of target behaviors (earners)
2) Identify undesirable behaviors (withdrawals)
3) Select reinforcement and fines
4) Select tokens (points)
5) Choose forms or containers
6) Incorporate bonus points
7) Organize the exchange of points or tokens
8) Monitor and adjust the economy

Klimas, A., & McLaughlin, T. F., (2007) The Effects of a Token Economy System to Improve Social and Academic Behavior With a Rural Primary Aged Child With Disabilities. INTERNATIONAL JOURNAL OF SPECIAL EDUCATION, 22, 72-77. Retrieved from the Walden Library using the Education Research Complete database:

Effective Instruction: According to the article Effective Instruction Makes a Difference (2008), classes that include classwide effective intervention practices are likely to have positive teacher-student interactions and to promote student learning and engagement while minimizing problem behaviors. In the article it talks about six universal classroom tools for effective instruction.

1) Using close supervision and monitoring
2) Establishing and teaching classroom rules
3) Increasing Rate of Opportunities to Respond (OTR)
4) Increasing contingent praise
5) Providing feedback and error correction and monitoring progress
6) Implementing the good behavior game (GBG)

These are all very important to keep in mind when trying to make sure that your instruction is effective. Classwide interventions are a group of research-based effective teaching strategies used positively and preventively to promote and reinforce social and behavioral competence in students while minimizing problem behaviors (Farmer et al., 2006).

Conroy, M., Sutherland, K., Snyder, A., & Marsh, S. (2008). Effective Instruction Makes a Difference. Classwide Interventions, 40, 24-30. Retrieved from the Walden Library using the Education Research Complete database:

Karen Hall

Evidence-Based Interventions

The evidences based interventions that I found useful are functional analysis and a tripart positive behavior support system. Firstly,"functional analysis is a tool used to decipher the cause of a specific behavior by exploring the behavior's antecedent and consequences", Richman, 2006. As I understand it to be a process where the behavior is analyzed from the perspective of either minimizing or eliminating it. Children on the Autism Spectrum battle with behavior challenges and are taught management skills,
they have to practice these appropriate behaviors similarly to how an athlete has to practice to be sharp at his chosen profession. I am working with a seven year old who has little is still learning to manage his motor skills. He does everything with all his strength so lots of stuff gets broken or damaged at his hand. In the table below I have documented the effects of his actions during play time.

The Vermont Education Division has some lectures on developing a school based Positive behavior Intervention Supports that involves the school the family and the community. The lessons I learned from this vide are structure and consistency and practice. The program advocates that students should be kept to the behavior timetable. What is practiced in school should be practiced in the home and community so as not to send mixed messages to the child,Sam, my student has to be taught each action step by step and regularly so his mother has hired an after school tutor to reinforce. What he has learned so far. These two pieces of interventions promote that an effective behavior plan is preventative in nature.

Richman,Shira(2006). Encouraging Appropriate Behavior for Children on the Autism Spectrum. Library of Congress Britain UK

Tools (Forms, Checklists, Assessments, Rubrics, etc.)
Positive Behavior Supports (VTPBiS) is a school-wide approach to creating a positive and safe climate in which students can learn and grow. Vermont's VTPBiS State Leadership Team


Web links -
Video Link-
Evidence Based Interventions

Shayna (Brune) Johnson:

Home-Based Contracts
Home-Based contracts are a form of a contingency contract which is an agreement between a student and an adult that specifies an academic behavioral expectation. A home-based contract consists the student’s agreement to comply to specific rules or expectations, the teacher’s agreement to provide specific assistance, and the parents agreement to provide privileges at home.

Home-Based Contract should include:
  1. Student’s agreement to individualized goals
  2. Teacher’s agreement to provide assistance to support student achievement
  3. Parents/Guardian’s agreement to provide privileges
  4. The date the commitment was reviewed and discussed
  5. Signatures of all members
  6. Date to meet to reevaluate the contract
Kerr, M., & Nelson, C. M. (2010). Strategies for addressing behavior problems in the classroom (6th ed.). Upper Saddle River, NJ: Pearson

Public Posting
Public Posting is an evidence-based intervention that combines an environmental intervention with a teacher-directed approach. Visual feedback is given to students about their behavioral performance. An example of the visual feedback is of a poster telling them how well they have performed on a specific behavior. This poster can be posted at the front of the classroom or at a central location within a school. In order to increase the effectiveness of this intervention, Praise and Verbal Feedback can be given at the beginning or end of each day to review progress of behavior.
Kerr, M., & Nelson, C. M. (2010). Strategies for addressing behavior problems in the classroom (6th ed.). Upper Saddle River, NJ: Pearson

Dorothea House-Robertson

Social Skills Training (SST)

SST is an evidence-based practice used to address the needs of a group of students who could benefit from learning appropriate social skills. This training can be incorporated into the students’ school day as a class such as an Affective Skills Class. Social skills lessons are developed and taught to students in order for them to learn appropriate behaviors within the classroom/school structure in which they may exhibit the most problems. Lessons can incorporate engagement strategies such as cooperative learning and role-play. Students are also able to receive additional support from peers outside of their Behavior Intervention plans.


Kerr, M., & Nelson, C. M. (2010). Strategies for addressing behavior problems in the classroom (6th ed.). Upper Saddle River, NJ: Pearson.

Family Check-Up (FCU)

FCU is an evidence-based intervention designed to incorporate families into the PBIS system already implemented at the school level. It is 3 tier family centered intervention that helps prevent and reduce behaviors. Schools work with community mental health agencies to provide support to students and families. These at- risk students and their families who need additional support are referred by the school, based on need, to receive direct support or family interventions such as parenting groups and/or family therapy, etc. The intervention is a brief, 3 session intervention that allows the continuation of on-going data collection and evidence based assessments outside of school.


Reinke, W. M., Splett, J. D., Robeson, E. N., & Offutt, C. A. (2009). Combining school and family interventions for the prevention and early intervention of disruptive behavior problems in children: A public health perspective. Psychology In The Schools, 46(1), 33-43. doi: 10.1002/pits.20352