Responding to Problem Behavior at the Universal (Schoolwide) Level
Responding to problem behavior effectively is also a form of prevention. Just as with academics, responses to behavior should occur at differing levels depending on the seriousness of the trouble. Responses to minor behaviors should initially be the same as those in academic subjects - remind, re-teach, practice, recognize success and encourage continued effort. Continued minor problems, or a behavior that constitutes a "major" incident according to agreed-upon definitions, will warrant a different response.
The tools and processes above will help teams prepare consistent, rational and measured responses that will in turn create more orderly, predictable and pleasant environments schoolwide.
Continued difficulty and repeated referrals may flag a student that needs a more intensive level of support. These students will likely be referred to the Targeted Team for assignment to a group intervention, or the preparation of a functional behavioral assessment and a behavior support plan.