Disruptive Behavior

Instructional Strategies

  • Work with the student to create a self-monitoring plan. Reinforce achievement of goals.
  • Engage the class in developing clear and explicit rules for the classroom.
  • Provide the student with engaging, meaningful tasks.
  • Maintain close proximity to the student.
  • Teach the student self-management/calming/coping strategies.
  • Assess skill gaps that may be contributing to behavior and address those gaps.
  • Give the student specific roles during group work.
  • Strategically seat the student next to appropriate peers.
  • Structure assignments so that the student can be successful.
  • Work with a counselor or other professional to determine the antecedents and consequences of the behavior.
  • Work with the student to complete a behavior contract that explicitly details the expectations, consequences for not meeting the contract, as well as rewards for meeting the terms.
  • Utilize a structured check in-check out (CICO) procedure (see link to google drive with resources at bottom of video)


  • Structure the environment and tasks to allow for very little “down time”.
  • Allow the student to take controlled breaks.
  • Provide the student with a study carrel for independent work.

Additional Resources

Focus Area/Sample SMART Goal/Sample Tier 2 Intervention Plan:

Focus Area

Sample SMART Goal

Sample Tier 2 Intervention Plan

Emotional Control/Impulse Control

Student will improve in her ability to use coping methods (e.g. breathe slowly and deeply, relax tense body areas, and ask calmly to be by herself) when upset from 13% of the time to 75% of the time as measured by frequency count by June 2020.

  1. Work with student to identify strategy to help regain/prevent loss of control
  2. Identify a cue to use when student needs to use the strategy
  3. Practice the strategy in simulated or calm situations
  4. Reinforce when used when needed
Classroom-appropriate Behavior Student will improve his appropriate classroom behavior from 18 to 23 points five days in a row as measured by a daily Check In-Check Out chart by April, 2020.
  • Student's daily goal for first week will be 18 points. After 5 consecutive days of achieving 18 points, can cash in for chosen reward. Goal then increases to 20.
  • Student will check in with trusted adult in homeroom class each morning to discuss behaviors of focus and the goal for the day.
  • At the end of each period, student will check out briefly with the teacher to agree on a point total in each behavioral area on chart.
  • Student will check out with same trusted adult in the afternoon to review day.

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