Behavior: Strategies and Sample Resources

This set of behavioral strategies and sample resources were developed for classroom teachers to use with students who may require academic and/or behavioral support. The strategies are intended to support teachers working with students with primary academic deficits and challenging behaviors.  Key terminology and considerations for implementation are included at the beginning of each document. For students with more intensive behaviors, potential intensification strategies also are included. Each strategy includes a description of the (a) purpose and overview; (b) behavior(s) addressed; (c) implementation procedures and considerations; (d) sample scripts or formats; (e) potential intensification strategies; and (f) additional resources (where available).

The table below includes a 508 compliant PDF version of the strategies and considerations for implementation and Word versions of the related sample resources that can be modified, as needed.  

Behavioral Strategy 


Strategy Considerations & Sample Resources

Sample Resources


Teaching students to use techniques to monitor and manage their own behaviors can support them with independent regulation of emotions or behaviors. Self-management systems include self-monitoring (e.g., recording), self-evaluating (e.g., rating) behaviors, or both in conjunction with reinforcement strategies. Students need to be taught how to use self-management systems, as well as the purpose of monitoring or evaluating one’s own behavior.

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Antecedent Modification

The purpose of antecedent modification (also referred to as antecedent-based intervention) is to decrease the likelihood of problem student behavior by making adjustments to the learning environment prior to the occurrence of problem behavior and clearly defining appropriate/expected behaviors. Antecedent modifications are proactive and allow teachers to make environmental adjustments to prevent problem student behavior rather than respond to problem student behavior.

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Reinforcement Strategy

The purpose of differential reinforcement (DR) is to reduce the frequency of a challenging or problematic behavior and increase the frequency of an appropriate replacement behavior. With DR, this goal is accomplished by reinforcing an appropriate behavior while simultaneously discontinuing the reinforcement of a challenging or problematic behavior.

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Behavior Contracts

Students and teachers agree on a common goal for addressing a problem behavior and develop a written agreement that is written positively, easy to understand, and timebound. 

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Point Sheets/Behavior Report Card

Students earn points throughout the day that can later be redeemed for access to preferred reinforcers or activities. 

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Classroom Conversations and Participation

To increase student participation in class discussions or small- or whole-group activities where students are expected to participate. 

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Intermittent Reinforcement Using a Timer

Students earn points for being on task when a timer goes off. Using different time intervals supports the goal of increasing students’ on-task behavior through intermittent reinforcement. Points are redeemed for access to preferred reinforcers or activities. 

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The “You-Me” Game

Students compete with the teacher to earn points. Points are earned by students when the teacher “catches” them meeting behavioral expectations. Points can be redeemed for access to preferred reinforcers or activities. 

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Yes/No Learning Skills Chart

Teachers award points to students for “catching” them when they engage in appropriate learning skills (i.e., keeping their eyes on the teacher, following directions the first time, following along with instruction, raising their hand, volunteering to answer questions). Points may be redeemed for access to preferred reinforcers or activities.

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