8/9/2019 Tier 1 Intervention Chart - Behaviour Difficulties
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Tier 1 Intervention Chart
Behaviour Difficulties: Check any difficulties you have seen
occurring on a consistent basis.
Attention and Focus Motivation Social Conflict with Peers Task
Completion Anger
easily distracted by auditory/visualstimuli
Does not complete tasks Is not accepted by peers rushes through
work with little or noregard to accuracy or quality ofwork.
fights with other students
Wanders Does not participate in groupactivities
Responds inappropriately to peerscomments
doesnt make appropriate use oftime provided for tasks
is easily angered or annoyed
does not remain on task Does no t par ticipate in who le g
roupdiscussions
tattling does not follow directions Agitates and provokes peers
to alevel of response
Task Avoidance reluctant to try new tasks
Other:
Interventions: Check those interventions you have tried. Note
any others that you have already used.
Attention and Focus Motivation Social Conflict with Peers Task
Completion Anger
reduce visual and auditory stimuli Encourage intrinsic rewards
forparticipation
teach acceptable ways to disagreeand solve conflicts
provide a place with fewerdistractions
teach, role play, visual cues forproblem solving strategies
provide a carrel/divider for them towork in
Give a responsibility try various groupings to determinewhich
groupings might best suit thestudent
assign shorter tasks maintain visibility
Be mobile to redirect attention asneeded
ask them to lead an act ivity encourage extra curricular act
ivit ies provide clearly stated criteria make adjustments to reduce
overstimulation or a sense of threat in theenvironment
Provide opportunities for frequentbreaks- once sections of work
havebeen completed
follow a less desirable activity with amore desirable one to
encouragetask completion
intervene early allow additional time reduce emphasis on
competition
Interact frequently to maintain focus Try to find tasks that
engage thestudents personal interests
Wil l not share in group se ttings provide vi sual directions g
ive permission to take breaks whenneeded
Provide many successes designate roles in groups Allow student
to try something newalone before doing it publicly
do not over react to tattling whichwill reinforce the
behaviour
Other:
