A daily report card (DRC) is a flexible and collaborative behavior contract between teachers, students, and parents designed to improve academic and behavioral functioning. The teacher and student identify specific behaviors to target and set specific goals for daily performance. The teacher reviews the DRC with the student at the beginning and end of the day and provides feedback to the student throughout the day. The student is positively reinforced at home or school when goals are achieved. Target behaviors can be modified over time as skills are mastered. Specifically, a DRC is thought to promote behavior change through the use of clear expectations, contingent reinforcement, specific praise, and performance feedback.
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Flash cards are designed to enhance students’ academic performance in the classroom through the development of study skills that can lead to improvements in grades on tests and quizzes. Initially, teachers provide more direction, constructive feedback, and reinforcement in order to ensure the youth is effectively creating and utilizing the flashcards. As the student builds independent skills, the teacher support is faded.
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Greetings are when the teacher individually welcomes their students when they enter the classroom and/or says goodbye when they leave the classroom. The greeting should be personally directed to a student, so that the student feels like he or she has received an individualized message.
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An individualized behavioral approach is an intervention designed to meet a specific student’s needs using behavioral principles. Behavioral theory suggests that one’s environment can shape their behavior; thus, the goal of an individualized behavioral approach is to systematically change the student’s environment in order to change their behavior. Behaviors can serve a variety of functions for students (e.g., to get attention, gain a sense of connection to others, gain control, avoid schoolwork, escape peer teasing). With an individualized behavioral approach, teachers identify the function of the problematic behavior and the patterns of reinforcement that might be maintaining the behavior and use that information to change antecedents and consequences in the environment as a way to modify the disruptive behavior.
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Notetaking training includes teaching, modeling, and providing feedback on notetaking skills to improve students' academic and behavioral performance. Overtime, teachers instruct the student on notetaking strategies focused on obtaining appropriate content, at the appropriate level of depth, and in an organized format. Teachers give students positive and constructive feedback on their notetaking to guide skill development. As the student builds independent skills, the feedback is faded.
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An opportunity to respond (OTR) is an instructional strategy that involves a request for a student response. By increasing the opportunities to respond, students may be more on task, participatory and engaged during academic time. These strategies can also give the teacher additional opportunity to assess student learning, check understanding, and provide feedback.
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Peer tutoring is a teaching strategy that uses students as tutors. Students can be paired by ability levels, skills mastered, or age, such that as least some students in the group are higher on this dimension than others and can serve as tutors. In class wide peer tutoring, the entire class is divided into pairs or small groups. The groups are then given assignments, tasks or activities in which they take turns reviewing and/or applying concepts on which the teacher has previously instructed.
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Praise is when the teacher gives attention to a student’s positive performance or behavior by labeling or acknowledging what the student did well and indicating approval or liking.
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A pre-correction is when the teacher reminds a student or a group of students about rules or expectations prior to the activity. Pre-corrections are helpful to students because they increase the predictability of the situation and provide clear guidelines for what behaviors are expected during the activity. Pre-corrections are intended to reduce the impact of student inattention, impulsivity, and oppositional behavior on performance by proactively offering cues for successful performance.
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Self-monitoring is designed to improve on-task behavior and increase classroom work completion by teaching students to recognize when they are off-task. Such interventions typically involve the student learning a monitoring system, having some sort of prompt to assess their behavior at given intervals, and reinforcing themselves for on task behavior.
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