4. use group focus (move to new area or center)

7. issue brief desist-eye contact, be assertive

8. give student a choice-appropriate behavior or a consequence

9. use the "I..." message-ex. "I don't like..." state the problem and describe the effect or state the emotion.

They need to know that if they do it wrong that there will be a consequence. They need the immediate connection between what they did wrong and the result.

1. withhold a privilege or desired activity (but don't take away the playground).

3. assign detention (write with no talking)

1. use non-verbal cues for student to stop

2. if behavior continues ask the student to follow the desired rule

3. if it continues give the student the choice of stopping or choosing to develop a plan

4. if it continues remove the student to a designated area to write a plan

Usually identified in infancy or early childhood

2000's-inclusion-situation in which students with disabilities are educated with their nondisabled peers, with spec ed supports and services provided as needed.

Some common words found in the essay are:
INTERVENTION PLAN, ELIGIBILITY PROCESS-full, MENTAL RETARDATION, PLANS WARNINGS-MINOR, BEHAVIOR SCALE--independent, Ex Counseling, AUTISM--5% Developmental, STUDY PROCESS-you, MAJOR INTERVENTIONS--CONSEQUENCES, VISUAL IMPAIRMENT, spec ed, ed perf, adversely affects, affects ed, adversely affects ed, affects ed perf, ed teacher, spec ed teacher, adaptive behavior, support ex, mental retardation, etc adversely, retardation support ex, limited strength, strength vitality alertness,
Approximate Word count = 1484
Approximate Pages = 6 (250 words per page double spaced)