Antecedent Strategies Seek Adult Attention Seek Peer Attention Access Tangibles Avoid Attention Avoid Tasks Provide free, positive attention Increase opportunities for Provide choice of preferred Modify instructional Behavioral Momentum (have student peer interaction activity prior to work delivery (e.g. reduce complete enjoyable or easier tasks session complexity of language, before more difficult tasks) alter rate of speech, Increase opportunities to Provide students a present instruction in respond (OTR) partner to go through Use first/ then language preferred modality) transitions with and visuals Use positive and direct statements when delivering task directions and Move seat to optimal Use positive tone when feedback learning area and visuals delivering instructions and Use proximity control—stand, Have more than one but don’t hover near students feedback preferred item available Allow student to sit away Supporting and from non-preferred peer Provide high interest materials Use a timer to structure Responding to Behavior access to preferred items Adjust assignment length/difficulty – Page 12 Clarify expected behavior Provide guidelines for use and provide precorrects Provide student’s choice of of preferred items how they would like to Review assignments before taught in receive feedback whole group instruction Provide student jobs in the Provide warnings before transitions classroom Increase positive Provide students choices on the type of task/activity, order of completion, communication what materials to use, etc. Provide daily check-in with students Set short-term daily goals
Antecedent Strategies Seek Adult Attention Seek Peer Attention Access Tangibles Avoid Attention Avoid Tasks Provide free, positive attention Increase opportunities to respond (OTR) Use proximity control—stand, but don’t hover near students Clarify expected behavior and provide precorrects Provide student jobs in the classroom Increase positive communication Provide daily check-in with students Increase opportunities for peer interaction Provide students a partner to go through transitions with Move seat to optimal learning area and visuals Allow student to sit away from non-preferred peer Provide choice of preferred activity prior to work session Use first/ then language and visuals Have more than one preferred item available Use a timer to structure access to preferred items Provide guidelines for use of preferred items Modify instructional delivery (e.g. reduce complexity of language, alter rate of speech, present instruction in preferred modality) Use positive tone when delivering instructions and feedback Supporting and Responding to Behavior – Page 12 Provide student’s choice of how they would like to receive feedback Behavioral Momentum (have student complete enjoyable or easier tasks before more difficult tasks) Use positive and direct statements when delivering task directions and feedback Provide high interest materials Adjust assignment length/difficulty Review assignments before taught in whole group instruction Provide warnings before transitions Provide students choices on the type of task/activity, order of completion, what materials to use, etc. Set short-term daily goals
1819-Tier-III-Day-3-Workbook.docx