1. Chapter 7

2.  Verbal interruptions  Off-task behavior  Disruptive physical movements Three tiers a) Consequences b) Verbal behaviors c) Nonverbal behaviors Intrusiveness

3.  Teacher is well prepared to teach  Teacher provides clear directions and expectations of the learning material  Clearly explains importance of material and how it may relate to students’ lives  Clearly communicates and enforces behavioral expectations  Models the expected behavior to students  Builds positive and caring relationships with students

4.  Changing the pace of classroom activities  Removing seductive objects  Interest boosting of a student who shows signs of off-task behavior  Redirecting the behavior of off-task students  Non-punitive time out  Encouraging the appropriate behavior of other students  Providing cues for expected behavior

5. The purpose is to redirect students in learning  Nonverbal Intervention provides a student with opportunities for self-control.  Intervention does not cause more disruption to the teaching than the disruptive behavior  Intervention defuses the confrontational situation  Intervention protects students  Choice of the specific intervention maximizes the number of alternatives left

6.  Operant Conditioning  Extinction procedure  Removal of reinforcement increases the behavior in the short- term  Child may receive reinforcement from other students Planned Ignoring

7.  Nonverbal behavior by teacher that communicates to the student to stop  Eye contact  Pointing to a seat  Head shaking  Holding up a hand

8.  Any movement toward the student  Light, nonaggressive physical contact with the student  Beware that some students might perceive this as an aggressive attack, so know your student first!  Beware of touch with students of the opposite sex