Proactive Intervention Skills

Mrs. Green's students are back from lunch and it's time for Language Arts. As she reviews the text, she notices that some students are yawning or stretching and some have their heads down. She stops her lesson and instructs her class to stand up and puts on a brain break video.

What proactive intervention is she using?

• Removing Seductive Objects

• Changing the pace

• Redirecting Behavior

• Interest Boosting

Answer explanation

Mrs. Green is using the proactive intervention of changing the pace by incorporating a brain break video to re-engage students.

Janelle got a new pop-it bracelet over the weekend and wore it to school on Monday to show her friends. The teacher has a policy that there are no toys in the classroom during instructional time and if you bring one, it will be taken for the day. While giving directions for math centers, the teacher notices Janelle is playing with her pop-it and showing it to her friend. The teacher walks over, holds out her hand and silently takes the bracelet from her.

What proactive intervention is this teacher using?

Evaluate responses using AI:

OFF

Answer explanation

The teacher is using the removal of seductive objects as a proactive intervention. The student is aware of the teacher's policy and the teacher is enforcing it.

Ms. Young's 3rd graders are working on multiplication problems. As she circulates the room, she notices a constant stream of chatter from Felix. She walks over and asks to see his work. She offers some feedback and he gets back to work. What proactive intervention strategy is she using with Felix?

• Ignoring the behavior
• Giving a reward
• Interest Boosting

• Providing feedback

Answer explanation

The teacher is using interest boosting to bring the student back on task.

In math class, the teacher is reviewing fractions. She looks over to see Ryan reading a book. As her blood pressure rises, she decides to call on him to answer the question. When he answers incorrectly, she squashes the urge to admonish him for not listening, choosing instead to coach him through the problem.

What proactive intervention skill is this teacher using?

• Self control

• Changing the pace

• Redirecting Behavior

Answer explanation

The teacher is expertly utilizing redirection of the behavior by calling on the student to solve the problem and then coaching him to the correct answer.

As the class is working on math stations, the teacher notices that Autumn is getting frustrated at her seat. The teacher is working with a small group, so she gives them a task and then walks to Autumn's desk. She asks her if she can take the attendance folder to the office.

Is this teacher using a non-punitive time-out to help manage this situation?

• YES, this is an excellent example of a nonpunitive time-out!

• NO! This is NOT an example of a nonpunitive time-out!

Mrs. V's class is transitioning to recess. Students are talking and excited and the room is chaotic. Mrs. V notices a few students waitng quietly behind their desks and says to the class, "I love how Hunter, Natalie and Simon are waiting quietly behind their desks. I can see they are ready for recess." The class quickly quiets and gets ready for recess.

What proactive intervention skill is Mrs. V using?

• Nonpunitive time-out

• Shaming students for misbehavior

• Encouraging the appropriate behavior of other students

• Waiting it out

Answer explanation

The statement from the teacher reminds the off task students what behavior is expected of them.

Mrs. M uses a doorbell to signal to students that she needs their attention immediately. Students learn at the beginning of the year if they hear the doorbell ring, the expectation is that they stop whatever they are doing, quiet their mouth and body, and give Mrs. M their full attention. Sometimes, she even uses the bell to give them a reward!

What proactive intervention skill is Mrs. M using?

• Cues for expected behaviors

• Classical Conditioning

• Rewards

• Encouraging appropriate behavior of other students.

Answer explanation

The doorbell cue tells the students that they must display a certain behavior. The teacher has consistently reinforced the desired behavior leading to a very quick response.

A proactive intervention skill lessens the need for more intensive intervention and has little to no disruption to the learning/teaching environment.

• True

• False