Name: Date:

Parent: School:
D.O.B. Teacher:
Telephone: Support Staff:
Tier 3 Behavior Intervention Non Compliance

REASON FOR REFERRAL: The student did not respond to Tier II

Target Behavior Defined: Noncompliance/Refusals

Non-compliance is defined as any occurrence of saying “no”, “I don’t want to”, “I won’t do it” or “not now” to
any academic or non-academic request.
Non-compliance is defined as any response that does not match the delivered instruction within x seconds
from the time the instruction was delivered (e.g., was asked to write and after 10 seconds was speaking with
a peer). (Indicate time.)

REPLACEMENT BEHAVIOR:
Compliance is defined as engaging in a response that matches the delivered instruction within 10 seconds from
the time the instruction was given and completing the request.

METHOD OF MEASUREMENT
Check the type of data collected on the inappropriate behavior.
☐Frequency (total #) ☐Rate (freq ÷ time) ☐% of Intervals (e.g., 15 min, 30 min)
☐Average Duration
☐Other

QUANTITATIVE BASELINE DATA

Enter the baseline data into the table below and calculate the baseline average. A minimum of 3 to 5 days of data
must
Day 1 Day 2 Day 3 Day 4 Day 5 Average

QUALITATIVE DATA - gathering data available through records (i.e. discipline referrals) and systematic
interventions (i.e. classroom-wide behavioral programs).
Date Event Resolution

Antecedent Strategies:
Present demands as directives and avoid “question demands.”
For example, ―Pick up the papers, is a directive. If you say, ―Will you pick up the papers the student may
actually say, ―No which could lead to a verbal confrontation. By issuing directives, you make it clear that the
student has no choice whether to comply or not comply.
Keep the demands short and simple.
Students tend to comply best with brief commands because they are easy to understand and hard to
misinterpret.
Deliver demands in a quiet tone of voice.
There is no current research demonstrating that yelling or loud talking is necessary to gain student compliance.
In fact, recent research suggests that loud tones of voice may be the first step in a chain of behaviors that lead
to more serious student problem behavior. A firm, but quiet voice is sufficient. Do not be loud or gruff.
Deliver demands in a matter-of-fact, businesslike tone.
Teachers will often see greater student compliance simply by giving commands in a neutral or positive manner.
Give the student at least 5-seconds to start responding.
Perhaps one of the biggest mistakes we make on a day-to-day basis is not allowing a student ample time to start
complying. Research indicates that 5 seconds is an appropriate length of time for a student to start complying
with a demand.
Break down tasks before you give a demand.
It is vital to make sure that what we think is a single demand is not in fact comprised of multiple smaller
demands. For example, ―Get ready to work, may actually include sitting down, taking out a pencil, taking out a
notebook, etc.
Avoid rationalizing with the student.
Do not give demands followed by a reason. Giving reasons may actually distract the student and cause him to
forget the original demand. If you feel that giving a reason is necessary for certain demands, make sure to give
the reason before issuing the demand.
Use descriptive praise when the student complies with demands.
Don‘t simply tell the student, ―good job. Enthusiastically and descriptively praise the student for compliance
(e.g., ―Great job putting the paper in the trash can)

Intervention

Self-Instructional /Problem-Solving Teaching a student the steps for problem solving empowers him/her to be
responsible for finding solutions to use in conflict situations. The steps usually involved in problem solving are
below.

STEPS CHILD SAYS....

Define the problem “What's the problem? What do I have to figure out?”
Explore alternatives "What choices do I have to solve this
problem?”
Think about consequences "Now I'll look at the ways each choice affects me or someone else."
Choose a solution “Which choice is best?"
Reinforce or "I made a good choice. That's great."
Cope and try again "That choice wasn't the best. I need to try
again and make a better choice. I can do it."

Example
Johnny is having difficulty getting along with Mike whose desk is right next to his. He says Mike is constantly
making little noises that bother him and Johnny has responded by threatening Mike. The teacher sits down
with Johnny and Mike and prompts them to work through the problem solving steps together. The teacher
provides hurdle help when they have difficulty exploring alternatives, but lets them choose the solution.

Reinforcement of Replacement Behavior:

☐Differential Reinforcement: A student's behavior can be modified by providing positive reinforcement for
the desired behavioral response and no reinforcement for the undesired response. Differential reinforcement
is a behavior reduction strategy in which the teacher provides selective reinforcement for appropriate
behavior rather than focusing attention on the maladaptive or inappropriate behavior.
☐Shaping: This procedure is used to develop new behaviors through the systematic reinforcement of
successive approximations toward the behavioral objective. The following should be considered.
1. Shaping can be used to teach new behaviors and skills not already a part of the child's repertoire.
2. Differential reinforcement is provided for intermediate behaviors which are part of the desired
terminal behavior.
3. The terminal behavior and successive approximations necessary to complete the terminal behavior
must be identified.
4. The starting point is the identification of a behavior the child already performs which approximates the
terminal behavior or is the first step to the terminal behavior.
5. Differential reinforcement is provided for each closer approximation until the step is achieved.
6. Shape one step to the next until the behavior has been learned/shaped.

☐Token Economy: This is a system of individual reinforcement in which tokens (chips, check marks, paper
money, etc.) are administered. The tokens can be turned in later for specific reinforcers. Behavior that is
already occurring as well as successive approximations of the behavior to be established must be reinforced.
A token system may not deprive a student of rights. Individual program plans rather than group token
systems must be used for management of problem behaviors.

Frequency of interventions documented

_____minutes per ☐day ☐per week

Progress monitoring data collected

DBRC

Treatment integrity evaluated

☐Weekly ☐Every 2 weeks ☐1x month

Signatures: Date