Big KIPPsters GIANT list of ideas to help you help kids in the class and

with families
Conditions Specifications
(e.g., Proximity control when student is verbally off- (e.g., Once every three verbal off task
Classroom task) comments)
Intervention
1. Giving students a job (e.g. passing out 1. Immediate…student performs
s papers, turn off lights or overhead) class job daily. Set up as an
intervention and rewards given
(praise, extra credit, prize) for
strong performance of job.
2. Pull student(s) to the side and allow them to 2. Do a countdown to get everyone
vent. back on task.
3. Nonverbal, written cues (e.g. a pictogram of 3. Every time a student is standing
a person sitting in a chair) or pointing to or for more than five minutes.
directing eye gaze toward the symbol when
the student is standing.
4. Use of stressball 4. When the student consistently
exhibits the need for movement.
5. Visual cues attached to binder or agenda to 5. Once every three verbal off-task
stay on task to keep focus behaviors.
6. Having another student buddy up during 6. Provide rewards for both
different activities students when they are both able
to complete a task successfully.
7. Explicit instructions e.g. feet on floor, facing 7. Once every two off-task
forward, hands on desk) behaviors.
8. Larger font/less words per page 8. When books are available, or
make a larger overhead projector
slide.
9. (In gym class) Isolation/time out from gym 9. When student is off task – once
activity after two warnings.
10. Flashing the overhead light. 10. Limited use
11. Allowing doodling 11. May help stimulate creativity or
attention to lectures
12. Whispered reminder to re-direct attention 12. As Needed
13. Silent/subtle removal of distracting objects 13. As needed!
14. (Counseling) I stand up and walk around 14. (Counseling) Whenever the
with the student during counseling sessions. student starts to feel agitated.
The student opens up more.
15. (Counseling) Use therapy sessions to practice 15. (Counseling) An art activity or
staying on task for longer periods of time. reading for 10 minutes, then 12,
15 and so on.
(e.g., Contact with guardian to discuss positive and (e.g., Daily contact via phone/email or in-person
Family challenging behavior) for five consecutive days)
Intervention
1. Meet with child and family to set 1. Once, then follow-up phone
s goals and create incentives calls several times per week
2. Call parents immediately. 2. During class.
3. Brief parent report to highlight 3. After each session.
positive behaviors and areas in
need of improvement.
4. Ask parent to do an unannounced 4. When parent is free.
observation
5. “Cool down pass” 5. 15 minutes of self-regulated

KIPP Academy Intervention Strand

November 17, 2010

6. Reminders to raise hand and wait
to be called upon
7. Reminders to keep hands to self
and not touch things that do not
belong to him/her without asking
(e.g., Explicit instructions to student to wait in line in
Social skills the hallways: maintain personal space, walk directly
Intervention behind next student, hands to self, limited verbal
comments)
s
1. Incremental time/period
reward system for students
who need small time intervals.
2. Verbal scaffolding to promote
appropriate social behavior.
Give the sound/word of the
target phrase e.g. “You just
bumped into someone – need
to say Ex_________ ___”
KIPP Academy Intervention Strand
November 17, 2010
time to leave the room and
return.
6&7. Student will earn small
extrinsic reward for one day of
positive behavior without debits
on paycheck and completion of
work in at least three classes.
(e.g., Student earns small paycheck reward ten
consecutive days for successful hallway
behavior)
1. Every 20 minutes that
the student is on task
student receives a check
mark. Rewards based
on different numbers of
checks.
2. Small reward earned by
exhibiting appropriate
social behavior. E.g.,
earned lunch, a spot on
the wall of honor.