Observe when a behavior occurs and when it does not

Describe observable actions rather than labeling a student. Instead of “disrupts class,” record “during the first ten minutes of independent work, leaves the seat and speaks to a peer.” Note what happens just before and after, including task difficulty, transitions, seating, and teacher directions. This gathers clues for further assessment; it does not establish a diagnosis or cause.

Adjust the setting and teach a replacement skill

The WWC elementary behavior guide rates modifying the classroom environment and teaching/reinforcing appropriate replacement skills as strong-evidence recommendations. For example, give a short sequence of task steps before work begins and teach a signal for requesting help; respond promptly when the student uses it. The purpose is to support engagement, not merely suppress behavior. This is an illustrative example, not an individualized intervention plan.

Check change and unintended effects

Use the same behavior definition and observation period before and after an adjustment. If behavior does not change or participation worsens, reconsider the approach and consult appropriate school professionals and family. This article cannot replace functional assessment or individualized supports. Also distinguish an individual need from a schoolwide pattern.

Review questions

Could different observers record the behavior consistently? In what conditions is it more likely? After an environmental change and replacement-skill instruction, did participation also change?

Sources: WWC: Reducing Behavior Problems in the Elementary School Classroom · WWC Practice Guide full text