Instructional Interventions for: Verbal Outbursts

Instructional Interventions for: Verbal Outbursts

Examples of behavior

· Calling out

· Arguing with peers, adults

· Screaming, yelling

· Making disruptive noises (humming, animal sounds, etc.)

· Talk outs

Desired alternative behavior(s)

· Raise hand

· Accept criticism without arguing

· Disagree appropriately (e.g., using statements pre-selected)

· Ignore peers rather than tease

· Ask for adult assistance to deal with teasing/conflict

· Walk away from conflict

· Develop a script or cues to use and role play/practice

· List ways in which student’s behavior affects others

· Follow classroom rules while participating in classroom activities

· Discuss issue with adult or peer without becoming defensive

· Sit quietly during quiet times

General instructional strategies that might be useful in teaching the desired behavior(s)

· Teach conflict resolution strategies

· Teach stress relief

· Teach and model desired behaviors

· Allow movement breaks, sensory options, physical breaks

· Give student time to process and problem solve

· Social stories

· Social skill instruction

· Role playing

· Teach anger management strategies

· Use a token economy system

Instructional materials that might prove useful in teaching the desired behavior(s)

Social Stories; Comic Book Conversations by Carol Gray. The Gray Center, 2020 Raybrookw SE, Suite 101, Grand Rapids, MI 49546. 616-954-9747. www.thegraycenter.org
The Tough Kid Series; Managing Resistance, Building Rapport.. Sopris West, 4093 Specialty Place, Longmont, CO 80504. 1-800-547-6747. www.sopriswest.com
What Works When with Children & Adolescents by Ann Vernon. Research Press, P.O. Box 9177, Champaign, IL 61826. 1-800-519-2707. www.researchpress.com
Team-building activities for Every Group, More Team-Building Activities for Every Group, and 104 Activities that Build: Self-Esteem, Teamwork, Communication, Anger Management, Self-Discovery, Coping Skills by Alanna Jones. RecRoom Publishing, P.O. Box 404, Richland, WA 99352. 1-888-325-GAME. www.gamesforgroups.com
www.behavioradvisor.com
www.disciplinehelp.com
www.interventioncentral.org

	Adult attention	Escape/avoidance		Power/control	Peer affiliation	Justice/revenge
Teacher: Instructional strategies to promote desired alternative behavior And/or Instructional strategies to reduce the target behavior [Note: when alternate behavior is incompatible with target behavior, the same strategy may work both to promote & to reduce]	- “Hold that thought and write it down” - Call on student when hand is raised - Call on another student with hand raised and reinforce correct behavior - Mentor or build relationship with the student - Give a school or class job - Modeling - Teacher proximity - Teach other students to ignore - Use social stories	- Identify anxiety triggers - Teach names of emotions and how to express them appropriately - Set clear expectations - Determine if work if too difficult – does the student have the skill to do it? - Use vignettes, social stories - Minimize “down time”; maximize time on task & time of engagement (time student has a task to be done)		- Teach how to disagree - Give choices or options - Deal with issues before they escalate - Teach other students how to react to behaviors - Have the student self-monitor - Minimize “down time” - Provide high level of instruction; time student has a task to be done - Non verbal cues - Verbal and visual cues and schedules	- Teach how to get peer attention, make friends, interact with peers - Humor - Build relationship - Use small groups - Peer mentors - Teach others to ignore misbehavior - Friendship circles - Team building
Student: Instructional consequences for alternative appropriate behavior And/or Instructional consequences for inappropriate target behavior	- Positive feedback - Earn positives for work & engagement - Choice of a preferred activity - Extra time/attention - Token economy - Positive notes home - Have student identify appropriate ways to get adult attention	- Choice of preferred activity - Earned “down time” or break time - Reduce # of problems or questions student has to do - “Buy outs” – if you do 4, you can skip 1 - Praise the process, not the product (reinforce effort) - Use cues, reminders - Redirect the student - Have student identify appropriate ways to escape		- Student can plan or choose activity - Token economy - Choice of preferred activity - Use cues, reminders - Redirect the student - Cost response system - Have student identify appropriate ways to get power or control	- Student takes leadership roles or participates in leadership activities - Student is a mentor to another student - Have student identify appropriate ways to get peer attention
Avoid the use of	- Raising your voice - Answering and so inadvertently reinforcing callouts - Ignoring the student		Removing the student or the task completely (allowing escape)	- Power struggles - Arguing - Threatening
Special considerations	Is there a medical diagnosis of Tourette’s Syndrome? Autism or related disorders? ADHD? Other medical issues?