Comprehensive Individualized Curriculum and Instructional Design

and if he must be removed, the work should be sent with him with the expectation that he completes the work when he calms down. Additionally, Jackson could also be required to come in during recess or after school to complete those tasks to minimize or eliminate his long-term opportunities to escape the task. In Sophia’s case at the earliest signs of off-task behavior (fidgeting, looking around the room), quickly use the visual prompt (limiting the richness of individual verbal attention) to redirect her to quietly raise her hand to request attention. If she does so appropriately, quickly provide teacher attention. If Sophia does not respond, it is important that teacher attention is minimized or eliminated for problem behavior. Instead of chasing Sophia around the room and having a “talk” with her about right and wrong, attention to misbehavior should be limited. In many cases it is not safe for a student to be running around the room, but it is possible to redirect a student in a more impersonal way (no conversation, brief directions, limited eye contact, etc.) that limits attention for problem behavior. In contrast, it is essential that when Sophia is engaging in appropriate behavior she experience rich, high-quality attention so that she clearly learns the difference between the outcomes for desired versus non-desired behavior. Summary As educators increasingly encounter students with complex academic, social, and emotional needs, it is imperative they have research-based tools that can be appropriately and effectively utilized in unique contexts. The research on the effectiveness of function-based supports is vast, but educators are often missing the “how to” or “practical” strategies drawn from research. This chapter highlights “scaled-down” research-based critical features to consider when developing a 77