Running head: BEHAVIOR RESOURCE HANDBOOK

Behavior Resource Handbook: Attention

Kayla Baruffo, Danielle Kraus, Kayleigh Marchetti, and Sharol Whyte
Marist College

BEHAVIOR RESOURCE HANDBOOK

Table of Contents
Introduction to Attention.3
What is Attention?
Components of Attention
Attention vs Motivation
Tips and Tricks for Interventions...4
Interventions for Attention
Token Economy..7
Check-In/Check-Out..12
Self-Monitoring......23
Positive Peer Reporting..28
Web Resources
Children and Adults with Attention Deficit Disorders (CHADD).....34
Childhood Development Institute...35
The Hinks-Dellcrest Center: The Child with Attention Problems..36
ADDitude: Living with Attention Deficit...37

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What is Attention?
Attention is a neurological function that serves as a baseline, or facilitator/inhibitor, for all of the
higher-order processes (Ex: visual-spatial processing, auditory processing, language skills,
memory and learning)
Components of Attention

Selective/Focused Attention: the ability to maintain a cognitive set in the presence of

background noise or distraction
o Ex: Johnny has difficulty paying attention to the teacher and ignoring internal or
external distractions

Sustained Attention: the ability to stay on task in a vigilant manner for a prolonged period
of time
o Ex: Mary is only able to watch the first 5 minutes of a TV show with her mother
before losing interest, she flips from one activity to another

Attentional Capacity: the ability to attend to greater amounts of information that need to
be later recalled
o Ex: Joseph can attend to small bits of information, but becomes overwhelmed if
too much is presented at once

Attention vs Motivation
It is important to know whether a students attention difficulties are a result of neurological
issues or motivation. If difficulties are related to motivation, the intervention has to focus more
on motivating the student to pay attention, rather than on the attention issue itself.

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TIPS AND TRICKS FOR INTERVENTIONS

There is no one intervention that will increase the classroom functioning of all students
with attention problems. It is recommended that classroom modifications and
accommodations be tailored to the unique needs of each student!

Students who display inattentive behaviors must experience success! In other words, it is
essential that students be frequently reinforced for their involvement, attention, and
participation in class, rather than punished for what we do not want them to do.
Environmental and Instructional Considerations

Task Duration

Academic assignments should be brief and teacher feedback should be provided

immediately

Longer assignments should be broken down into smaller ones

Direct Instruction

Students who are inattentive seem to improve with teacher interaction

Direct teacher instruction is typically more engaging than individual seat-work

Scheduling

Based on evidence that on-task behavior of students with inattention difficulties

progressively worsens over the course of the day, it is suggested that academic instruction
be provided in the morning

Novelty

Presentation of innovative, interesting, highly motivating material will most likely

improve attention

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Increasing the interest level of tasks enhances attention and improves overall
performance

Instructions

Because students with attention problems have difficulty following multi-step directions,
it is important for instruction to be short, specific and direct

Teachers must be willing to repeat directions more than once

Active vs Passive Involvement

Tasks that involve active responses may help students with difficulty paying attention

Active learning is more engaging and beneficial than passive learning for all students
Intervention Implementation Considerations

Discrete Time Periods

Similar to task duration; required tasks or how rewards are earned are based off of
smaller periods of time, rather than the whole day

Separate time periods by subject into smaller amounts of time (ex: 20 minutes, 30
minutes), or by morning or afternoon

Objective Measures of Attention

Use observable measures to determine whether the child is attending

Work productively

Count instances of behavior (ex: the number of times the student asks for repeated
directions)

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References

Helping the student with ADHD in the classroom. (1998). Retrieved April 15th, 2014 from
http://www.ldonline.org/article/Helping_the_Student_with_ADHD_in_the_Classroom:_
Strategies_for_Teachers
Miller, D.C. (2013). Essentials of school neuropsychological assessment (2nd ed.). Hoboken, NJ:
John Wiley & Sons.

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Intervention Coach Card

Token Economy for Inattention
Description: Token economy interventions are evidence based behavioral strategies proven to be
helpful in increasing both the academic and behavioral functioning of students with attention
problems. Token programs involve the distribution of physical tokens or points following
appropriate behavior. Tokens or points can be accumulated throughout the day and exchanged
for designated tangible rewards at a specified time. A predetermined goal is set for the number
of tokens or points required to earn a reward. The teacher or classroom aide is responsible for
distributing the tokens and providing the reward.
Target Skills: Attention
Location: Classroom or resource room; Individual, small group, or whole class
Directions/Materials:
Step 1:Identify the target behavior or skill that you want to change.
Teachers define the target skill/behavior in observable and measurable terms. (E.g., Attention defined as appearing on-task and engaged in class by raising hand for participation)
Step 2: Collect Baseline Data. Once the target skill/behavior has been identified, teachers
collect baseline data to determine how often the student displaying the target skill/behavior.

Teachers measure a student's use of the target skill/behavior before implementing a token
economy program by collecting one of the following:
o Frequency data: documents how often a student engages in a particular
behavior
o Duration Date: records how long a student engages in a particular
behavior

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Teachers collect baseline data for a minimum of four days before implementing a token
economy program.

Teachers collect baseline data in numerous settings where the behavior is likely to occur.

Step 3: Identify reinforcers that will work with this specific individual. Reinforcers are
anything that increases the likelihood that the target skill/behavior is used in the future.

Teachers observe the student in natural settings and identify activities, objects, and foods
that the student selects when allowed free choice.

Teachers identify potential reinforcers by asking the student what she would like to work
for.

Teachers identify potential reinforcers by interviewing parents or other staff to identify

reinforcers that have worked in the past.
o Activity reinforcers: could include play activities, access to computer games,
additional free time, and outings.
o Tangible/edible reinforcers: include objects that a student with attention
difficulties can acquire, such as stickers, toys, books, pencils, or candy.
o Sensory reinforcers: include self-stimulating activities such as looking at a
kaleidoscope, playing with a squishy ball, or sitting in a comfortable chair.

Step 4: Create a reinforcement menu. Teachers create a menu of possible reinforcers listed by
name or by picture for an individual student.
Step 5: Establish the token economy program. Teachers identify the medium of exchange and
determine what will serve as tokens for the program.

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Virtually anything that is visible and countable may be used as a token in this type of
reinforcement program. Examples include stickers, tally marks, pennies, check marks,
smiley faces, play money, etc.

Step 6: Implementing the token economy program

Teachers clearly describe to inattentive student:

o the target skill/behavior,
o how the token economy program works, and
o how many tokens must be earned before they receive an item from the reinforcer
menu.

Teachers display the rules for earning and exchanging tokens.

When first starting the token economy program, teachers immediately provide a token to
the student each time the target skill/behavior is displayed. The teacher will need to have
these tokens easily available at all times to ensure the student is immediately reinforced.

Teachers pair giving the token to the student with social reinforcement (positive
statement, a thumbs up, etc.)

Teachers make adjustments to a student's reinforcer menu to maintain motivation.

Teachers fade the use of tokens as the learner starts using the target skill/behavior
independently.

Progress Monitoring: The data collection sheets that were used before the intervention began
are also used to monitor the students progress. By using the same data collection sheets,
teachers are able to track a student's use of the target skill/behavior before and after a token
economy program is implemented. For example, a simple frequency chart tallying how many
times the behavior occurs.

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Teachers use progress monitoring data to determine the student's mastery of the target
skill/behavior.

Teachers use progress monitoring data to adjust the program when problems arise or if
the target skill/behavior is not increasing.

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References

Classroom interventions for children with attention deficit disorder. (n.d.) Retrieved April 15th,
2014 from http://www.wou.edu/~girodm/middle/classroom_token_economy.pdf
Helping the student with ADHD in the classroom. (1998). Retrieved April 15th, 2014 from
http://www.ldonline.org/article/Helping_the_Student_with_ADHD_in_the_Classroom:_
Strategies_for_Teachers
Grand Valley State University. (n.d.). Retrieved April 15th, 2014 from https://www.gvsu.edu/
cms3/assets/2CF6CA25.../reinforcement.docx

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Intervention Coach Card

Check-In/Check-Out (CICO)
Description: The CICO intervention is a highly effective research based intervention for
students struggling with attention and focus, but is an intervention that can be changed and
adapted to suit any situation. CICO involves the student checking in daily with an adult at the
start of school, the adult providing feedback during the day, and the student checking out at the
end of the day.
Target Skills: Attention
Location: Any classroom or resource room; Individual, small group, whole class, school wide
Materials: Daily CICO point/goal sheet, daily CICO data summary sheet, weekly CICO data
summary sheet, reward menu (if applicable)
Directions:
Step 1: Define specific behaviors to be observable goals for the student. Set a numeric rating to
evaluate the students progress and determine daily and weekly percentage goals for the student
to meet (e.g., earn 80% of the points). The student can be involved in this step if it is
appropriate.

Goals should be set based on specific, shorter periods throughout the day (30 min.
increments, increments based on subject, etc.)

Examples of specific behaviors: completes and returns assignments, remains on

task/focused (defined by behaviors such as eyes on work or teacher), responds to
directions or requests immediately.

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Numeric rating can be a rating of 0-2 for each target behavior in each period of the
day; 0 means not meeting expectations, 1 means meeting some expectations, and 2
means meeting all expectations.

Its best to start with 1 or 2 behaviors as goals and to add goals as the student
experiences success.

Step 2: Teach the student how points are earned on the daily progress report based on the
defined goals and time periods. Explain who and where to check in and out with and when
feedback will be provided during the day (both explained in subsequent steps).

Its possible to set up a reward system as well based on points earned for goals
throughout the day. If deemed appropriate, this would involve the following:
o Determine motivators for the student (e.g., breaks from work, extra recess,
homework passes, etc.)
o Arrange rewards so fewer or less preferred rewards are earned for fewer
points and more desired rewards are earned for more points.
o Rewards can be earned on either a daily or weekly basis.
o If teacher praise/attention is the most rewarding for the student, simply
provide consistent positive feedback to the student.

Step 3: The student checks in at the start of the school day and is given the daily CICO point
sheet that has the previously defined goals. Briefly talk with the student about these goals and
what needs to be done to achieve them and provide the student with encouragement.

Use the daily point sheet with smiley faces or numbers based on the
age/developmental level of the student.

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Step 4: The student refers to the point sheet throughout the day to work on the goals. Provide
feedback to the student on how well they obtained each goal at the end of each designated time
period (e.g., after 30 min., after each subject, etc.) by providing the appropriate rating.

Additionally, provide appropriate encouragement and positive reinforcement.

Step 5: The student checks out at the end of the school day. Briefly go over the students day
and the goals. Ask the student how he/she did, what he/she did well on, and what he/she needs
to work on.
Step 6: The student takes home the point sheet to discuss with his/her parents. The parents sign
the point sheet and should similarly discuss what the student did well on and what needs to be
worked on, providing encouragement to the student as well.
Step 7: The student checks in at the start of the school day again the next morning and hands in
the sheet signed by his/her parents. With the student, enter the daily points earned from the
previous day into the daily CICO data summary sheet and compute the daily percentage. Then
provide the student with a new daily CICO point sheet and repeat steps 3-6.
Step 8: At the end of the week enter the daily points earned with the student upon check out.
Enter the weekly points earned into the weekly CICO data summary sheet (this can be done with
or without the student, based on available time) and compute the weekly percentage.

Rewards can be provided to the student after entering point data either at the end of
each day or at the end of the week, based on the reward system put in place.

Step 9: Fade the student from the process based on goal attainment by reducing the number of
goals, the number of times feedback is provided, or the number of time the student checks in or
out for the week as appropriate.

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Progress Monitoring: Utilize the provided daily and weekly CICO data summary sheets to
determine whether the student is meeting the defined goals:
Daily Check In Check Out Data Summary.xls
Weekly Check In Check Out Data Summary.xls
Or go to the following website and find the summary sheets attached there:
http://www.pbisworld.com/tier-2/check-in-check-out-cico/
Comments: It is important with this intervention to establish school/family collaboration and to
ensure that the parents are on board. Be sure to consistently communicate with the family
throughout this intervention. A parent introduction letter, permission letter, and progress letter
are included to aide in the establishment of collaboration with the family.

It is also important to note that the daily CICO point sheet can be formatted to a smaller size, as
to be less noticeable to other students, if necessary or helpful.

All resources attached can also be found at the following website:

http://www.pbisworld.com/tier-2/check-in-check-out-cico/

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FIGURE A: Sample Daily Point Sheet (Faces)

LEGEND:

2 = great
1 = so, so
0 = goal not met

Daily Point Sheet

16

Points Possible _____

Points Received _____
% of Points _____
Goal Met? Y / N

Name: ____________________
Date: ____________________
Target
Behaviors

Morning work

Reading/
Spelling

Journal

Lunch

Math

Science/Social
Studies

Art/Media/
Gym

Complete my
assignments.

Focus on the
teacher (keep my
eyes up front)

Comments:
____________________________________________________________________________________________________________
__________________________________________________________________________________________________

Parent Signature: _____________________________________________________________________

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FIGURE B: Sample Daily Point Sheet (Numbers)

Points Possible _____

Points Received _____
% of Points _____

LEGEND:

2 = great
1 = so, so
0 = goal not met

Daily Point Sheet

Goal Met? Y / N

Name: ____________________
Date: ____________________
Target
Behaviors
Complete my
assignments.

Focus on the
teacher (keep my
eyes up front)

Morning work

Reading/
Spelling

Journal

Lunch

Math

Science/Social
Studies

Art/Media/
Gym

2 1

2 1

2 1

2 1

2 1

2 1

2 1

2 1

2 1

2 1

2 1

2 1

2 1

2 1

Comments:
____________________________________________________________________________________________________________
__________________________________________________________________________________________________

Parent Signature: _____________________________________________________________________

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FIGURE C: Things to Say at Check-in and Check-out
CICO Program
TIPS for Providing Feedback during Check-in, Check-out and In Class
Things to say at check in
Wow! You brought back your CICO Report signed!
Youre here on time again -Great!
Looks like youre all set to go
Its great to see you this morning
Looks like youre ready for a good day
Youre off to a good start
You look so nice this morning
You look happy to be here this morning
I like the way you said good morning
Thanks for coming to check in
Sounds like you had a good weekend
We missed you yesterday (if student was absent), nice to see you today
Things to say at check out.
You had a great (awesome, terrific, etc) day!
Youre right on target
Your mom/dad is going to be so proud of you
Youre really working hard!
You are such a good student
You made your goal- wow!
Looks like today didnt go so well- I know you can do it tomorrow
I know it was a tough day- thanks for coming to check out
We all have bad days once and awhile- I know you can do it tomorrow
You look a little frustrated- what happened?*
*If a student looks upset take a few minutes to just listen
Looks like you were having some trouble today. I know you can turn it around tomorrow.

MiBLSi Things to Say at CICO

Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi) is a Mandated Activities Project (MAP),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education,
Office of Special Education.

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FIGURE D: Sample Letter to Parents

September 2014

Dear Mr. and Mrs. Smith

We have a wonderful school wide goal this year. Our goal is to create an inclusive and
welcoming environment which values, recognizes and affirms the worth of each individual in our
learning community. To help us reach our goal, we are starting a very effective program for
students who need additional support.
We call this program Check In/Check Out (CICO). Students involved in this
program will check in with a staff member in the morning. At Check In they receive a point card
allowing them to receive points for being a safe, respectful, responsible part of our school. The
staff member and the student talk together, setting a goal of how many points the student will get
that day. As they go through the day, they must periodically check in with their teacher to
receive points. At the end of the day they check out with a staff member who totals the points
and discusses how the day went. Students will bring home a report each day to let the parent
know if they met their goal. There is a place for the parent to sign and then your child will bring
the form back to school. Students can accumulate points to spend in various ways, like lunch
with a teacher or computer time.
Mary has been chosen to participate in CICO. We are excited that he/she will be a part
of our plan to make our school a safe, caring and fun place for students to go to school. If you
have any questions, please contact me at
Sincerely,

Jane Doe, Teacher

MiBLSi CICO: Sample Parent Letter

Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi) is a Mandated Activities Project (MAP),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education,
Office of Special Education.

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FIGURE E: Sample Parental Permission Form

Permission for Check-In/Check-Out Program

Student __________________________________ Grade_______

Dear Parent / Guardian _____________________________
This letter is a follow-up to our earlier conversation regarding your students involvement
in the Check-In/Check-Out Program at Central School. You should have received a document
describing the program, including the benefits and expectations for participation.
We would like to include your child in Check-In/Check-Out for a minimum of nine
weeks (with periodic review to enhance success). This program will provide extra support
through feedback by multiple adults at school. A report will be filled out daily by the teachers
and checked at the beginning and end of the day by Ms. Doe, Home Room Teacher. Your child
picks up his report from Ms. Doe every morning between 8:20 and 8:40 a.m. and then returns it
at 3:20 p.m. to Ms. Doe. Your child will work on goal setting for appropriate behavior and will
be able to earn incentives for appropriate behavior. As parents, you are responsible for making
sure your child arrives on time each day for check-in and that you review and sign the DAILY
PROGRESS REPORT and return the report to the school. Together, we can make this a positive
experience for your child.
_____I do give consent for my student to participate.
_____I do not give consent for my student to participate.

Parent/Guardian Signature____________________ Date_______

For further information, please call:
Jane Doe, Teacher, at 888-8888
or
James Monroe, Principal, at 888-8888.

MiBLSi CICO: Sample Parent Permission

Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi) is a Mandated Activities Project (MAP),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education,
Office of Special Education.

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FIGURE F: Sample Parent Progress Report Letter

Student Progress

Date_______________
Student Name______________________________
Grade____________________

Dear _______________________________

As you know, your child has been participating in the Check-In/Check-Out program here at
Central School. Although your child is bringing home a copy of the Check-In/Check-Out report
for you to sign, we thought that you might like to see the enclosed graph showing your childs
progress for the last month. Overall, it looks as if your child is making good progress and is
benefiting by participating in the program.
If you have any questions about this graph or about the Check-In/Check-Out Program, please
feel free to give me a call at (269) 337-0670.
Thank you so much for your continued support of the Check-In/Check-Out Program.

Sincerely,

Jane Doe, Teacher

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References

Check in check out. (n.d.). Retrieved April 21, 2014, from http://polkdhsd7.sharpschool.
com/staff_directory/p_b_s_behavior_intervention/tier_2_interventions/check_in_
check_out/
Check in check out (CICO). (n.d.). Retrieved April 21, 2014, from http://www.pbisworld.
com/tier-2/check-in-check-out-cico/
Crone, D.A., Hawken, L. S., & Horner, R. H. (2010). Responding to problem behavior in
schools: The behavior education program. New York, NY: The Guilford Press.
Response to individual difference in education. (2009). Retrieved April 21, 2014, from
http://www.updc.org/assets/files/professional_development/umta/materials/2010/
march11/Check-In-Check-Out.pdf

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Intervention Coach Card

Self-Management of Classroom Behavior
Purpose: Individuals who display the behavior of inattention many times know what to do
however lack the behavioral inhibition, which makes it difficult to perform the task at hand.
Self-Management teaches students the skills they need to increase their on-task classroom
behavior and in turn can lead to an increase in their academic performance. This intervention is
easy to implement and is time efficient for teachers. It can be used with students in 3rd through
12th grade and in a general education or special education setting. Self-Management can be
modified to fit Tier 1, 2, or 3 instruction.
Target Skill: Attention
Location: Classroom; Whole class, small group, individual
Materials: Self monitoring chart
Directions:

Define behavior target(s) to self-monitor increase students focus on classroom tasks or

assignment and decrease inattention.
o The teacher should meet with the student to discuss the behavior that will be
monitored. In collaboration they will write a clear definition of what the behavior
is and what it looks like when the behavior occurs. For example on task means
eyes on the teacher or desk-work.

Choose a method for recording self-monitoring data

o Rating scale.
o Checklist.
o Frequency Count.

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Choose a self-monitoring schedule o Start of class period or school day.

o End of class period or school day.
o Periodically through class period or school day.
o Start or end of assignments.
o Fixed intervals through period or day- example: every 15 minutes.

The fixed interval schedule is best for the behavior of inattention**

Decide on a non-intrusive monitoring cue o Beep tape an audiotape with pre recorded fixed intervals to match students selfmonitoring schedule.
o Timer- student or teacher sets a kitchen timer, stopwatch, cell phone timer, etc.
for a pre set interval. When it rings, the student self-monitors and the timer is
reset.
o Teacher-delivered cue- teacher gives cue that instructs the student to self-monitor.
o Student-delivered cue- student initiated with no external cue.

Choose rewards for successful behavior change.

All factors listed above should be decided in collaboration with teacher and student.***

Conduct periodic accuracy checks and random spot checks to ensure accuracy.

Condense and fade the self-monitoring plan.

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FIGURE G: Example methods of recording self-monitoring:

Rating Scale-

ChecklistI Engaged in
these
Behaviors:
Staying OnTask

Date:

Date:

Date:

Date:

Date:

Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

Staying OnTask

Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

Staying OnTask

Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

Staying OnTask

Yes

Yes

Yes

Yes

Yes

No
No
No
No
No
FIGURE H: Tally Chart- This chart can be modified to tally during AM and PM, different
classes, or full day.

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Date:/AM or
PM/Class

Tally Box: (Write an I in this box each

time the target behavior occurs)

26
Total Behaviors for this
session

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References

Intervention Central (2014). Retrieved April 15, 2014, from https://www.interventioncentral.org/

self_management_self_monitoring
Rafferty, L. A. (2010). Step-by-step: Teaching students to self-monitor. Teaching
Exceptional Children, 43(2), 50-58.
Zentall, S. S. (2005). Theory- and evidence-based strategies for children with attentional
problems. Psychology In The Schools, 42(8), 821-836. doi:10.1002/pits.20114

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Intervention Coach Card

Positive Peer Reporting
Purpose: To enhance prosocial behavior and positive peer relationships and reduce
inappropriate social behaviors by systematically encouraging and reinforcing peer compliments.
*Positive Peer Reporting is a clever class wide intervention strategy that was designed to
address the child who disrupts the class by seeking negative attention. Classmates earn points
toward rewards for praising the student(s) problem. The intervention appears to work because
it gives the student an incentive to act appropriately for positive attention and also encourages
other students to note the target student's good behaviors rather than simply focusing on
negative actions*
Materials:

Points Chart consisting of a poster board chart displaying the number of points needed
to earn the group reward and the number of points earned per day

Compliments Chart consisting of a poster board chart listing the steps in providing
compliments and examples

Directions:
Observation
1. Using Group Event Recording Form, record the number of negative and positive social
interactions displayed by the entire class or a group of target students during recess, a
major transition (such as packing up at the end of the day), or an instructional period that
includes class wide discussions or cooperative learning activities

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a. Negative social interactions are defined as incidents of negative verbal behavior

(arguing, teasing, yelling), negative physical behavior (hitting, pushing, taking
materials from each other) or any other unfriendly or uncooperative behavior
b. Positive social interactions are defined as incidents of appropriate peer-peer
interactions including working or playing cooperatively, giving or offering
assistance, talking or listening in a pleasant manner, or any other friendly or
cooperative interaction
2. Conduct these observations during the targeted period for 4 to 7 days to help set a
criterion for the number of points (compliments) needed to earn the reward
Introduction and Training
3. Tell the students that they are going to have an opportunity to help create a friendlier
classroom atmosphere and earn group rewards by participating in a new activity. Each
day three or four students (or an appropriate number, based on class size) will have a
chance to be the class stars, and everyone will have a chance to praise the stars
friendly and helpful behavior that has contributed to making the classroom a good place
to learn and have fun
4. Using the compliments chart, conduct a 20-minute training session in which you teach
students how to give compliments. Provide examples and nonexamples of compliments,
have students offer their own examples, and give praise and corrective feedback as
needed. For example, if students give vague praise (I want to compliment Allison. She
was nice today), ask What nice things did you see Allison do?
5. Tell students that during star time (e.g. at the end of the morning instructional period,
during afternoon homeroom period, during circle/advisory time), you will review the list

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of stars for the day and invite other students to raise their hands to offer compliments
about each of those students
6. Explain that if you call on a student and he or she is able to offer a sincere, appropriate
compliment about one of the class starts, the class will earn a point toward a group
reward. Set a criterion for the number of points required to earn the reward, using data
obtained during the observation period
Implementation
7. At the beginning of the day or intervention period, select two or three students at random,
as well as one or two of the target students *your target student could be you negative
attention seeker*
8. Announce the list of names, remind the students that they will be asked to provide
compliments for each star at the end of the intervention period, and write the names in
alphabetical order on the chalkboard
9. At the end of the intervention period, ask students to raise their hand if they have an
appropriate comment for the first student on the list. Use group rather than individual
prompts to encourage praise statements
a. Example: Would anyone like to say anything?, not Does anyone else have a
compliment for Maria?
10. Once the first student has received two or three appropriate compliments, give that star an
opportunity to praise another star, if desired. Then move to the next name on the list.
11. After all of the stars have received compliments, tally the number of appropriate
compliments and add that number of points to the points chart. The Positive Peer
Reporting session should last between 5 to 7 minutes

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12. Deliver the reward when the criterion has been reached. Praise the students for their
positive and cooperative behavior and begin a new points chart
Progress Monitoring
13. Compare the number of positive and negative social interactions for the entire class or the
group of target students during recess, the selected transition, or the selected instructional
period before and after implementation OR Compare average sociometric ratings (peer
reports) for the group of target students before and after implementation
Notes

Do not place the same names on the list every day because this may embarrass them and
lead to great ostracism by the rest of the class

If a student offers a sarcastic remark rather than a compliment, tell that individual that
you will not award points for any comments that may be embarrassing or hurtful to a
fellow student.

During field testing, teachers observed that some students occasionally reacted negatively
(by pouting, arguing, etc) when their names were not on the daily list of stars, especially
during the initial stages of implementation. To address this problem, remind students
prior to the announcement of the star list that everyone will have a chance to be a star for
the day and model appropriate responses during the star list posting

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FIGURE I: Compliments Chart

COMPLIMENTS CHART
Four Steps in Giving Compliments
1. Look at the Person
2. Smile
3. Report something positive the person
did or said during the day
4. Then make a positive comment, such
as, Good job! or Way to go!

Examples of Compliments
I really like the way that you...
Thank you for..
Great work today when you..
You look nice this morning! I like
You did a very good job of...
It was great that you...
I can tell that you are trying really hard to..

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References

Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving

student outcomes (2nd ed.). New York: NY. Guilford Press.

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Web Source
Children and Adults with Attention Deficit Disorders (CHADD)
Link: http://www.chadd.org/
ADD is medically and legally renowned as a treatable yet potentially serious disorder that
affects up to nine percent of all children. CHADD is a non-profit organization that provides
education, advocacy and support for individuals, parents, or caregivers with ADD. CHADD also
publishes an assortment of printed materials in order to keep members and professionals up to
date on research advances, medications and treatments regarding individuals with ADD.
CHADD has four major objectives: (1) to maintain a support network for parents who have
children with ADD and adults with ADD; (2) to provide an opportunity for ongoing education of
parents, professionals, and adults with ADD about the disability; (3) to be a community resource
for information about ADD; and (4) to make the best educational experiences available to
children with ADD so that their individual difficulties will be acknowledged and properly
managed within educational settings. The CHADD website has fact sheets, documents, a
newsletter covering topics related to ADD, books to order, and local chapters around the nation.

The organizations contact information is:

Address: 8181 Professional Place, Suite 201, Landover, MD 20785
Phone: 301-306-7070

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Web Source
Childhood Development Institute
Link: http://childdevelopmentinfo.com/
The mission of the Child Development Institute is to become the go to site for
information, products and services related to child development, psychology, health, parenting,
learning, media, entertainment, family activities as well as to connect with other parents,
professional experts organizations and other useful websites. Additionally, the institutes
website was recommended for parents by the American Psychological Association and
Psychology Today.
The one negative aspect of this website is that it is geared more toward helping parents
promote healthy childhood development, rather than toward teachers and schooling. However,
there is an abundance of information on Attention Deficit/Hyperactivity Disorder (ADHD) that
could still be useful for teachers who are educating children with ADHD by providing a better
understanding of the disability. There is information on ADHD causes, symptoms, and
diagnoses; medications and behavioral treatments for ADHD; different support organizations and
guidelines from professionals; parenting techniques; and school issues.
This website could also particularly be an outlet for teachers to provide parents with
information. It is always important to have resources for parents who are trying to further their
understanding of what is causing their children to struggle. Not only can teachers pull
information from the many articles available on ADHD; they can simply provide this website for
parents to browse through on their own as well.
In addition to the information on ADHD, there are a variety of parenting techniques in
general, as well as information on other aspects of childhood development.

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Web Source

The ABCs of Mental Health by the Hincks-Dellcrest Centre: The Child with Attention Problems
Link: http://www.hincksdellcrest.org
This website was created by the Hincks-Delacrest Centre, a mental health center in
Toronto, Canada that services infants through youths in prevention, early intervention, and
treatment services. They created this website in response to teacher and parent need for easy to
read information that can be applied in school settings and at home. The website provides
information on the worried, sad, self-harmful, defiant, or angry or aggressive children as well as
the children with poor social relations, attentional problems, unusual behaviors, eating problems,
and drug and alcohol problems.
The child with attention problems section has information on students at different stages
of development. This includes early childhood, middle childhood, early adolescents, and
adolescence. Each stage has content divided into 3 levels of seriousness (green, yellow, and
red). The green light gives behaviors within normal expectations, the yellow gives behaviors
below normal expectations, and the red give behaviors that are serious enough to need referral to
a mental health specialist. The website also describes factors that may be causing the behaviors
and provides tips and ideas for responding. There is also information related to
biological/congenital health, family, disabilities, differences, cultural and religious factors, and
trauma/loss/turbulent environment surrounding inattention. Overall this website is easy to
navigate and provides clear, understandable, in depth information that would be useful for
teachers and parents. It splits the information into parent and teacher resources to give the best
and most applicable information to the person needing it.

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Web Source

ADDitude: Living with Attention Deficit

Link: http://www.additudemag.com/
Founded in 1998 by Ellen Kingsley, an award-winning journalist with a unique ability to convey
credible information with empathy and inspiration, ADDitude magazine has provided clear,
accurate, user-friendly information and advice from the leading experts and practitioners in
mental health and learning for almost 10 years.
What will you find on ADDitude's site? There's so much:

Practical information about raising children, including behavior and discipline strategies,
help making and keeping friends, and organizing for success.

Hundred of answers from ADDitudes expert panel to difficult questions asked by real
people living with ADHD or learning disabilities.

Credible information for those just diagnosed or just starting treatment.

Inspiring first-person life stories from people who share the emotions of their diagnosis
and the strategies they followed after it to succeed.

A community of individuals sharing tips and experiences with one another in

ADDConnect.

Education and learning resources to help students (and the teachers who work with them)
with ADHD or learning differences succeed at school.

The best organization tips anywhere to help you manage time and space management and
get things done at home, in the office.

PRO

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Tons of resources for parents regarding things such as:

o Discipline and behavior
o Parent support groups
o Summer camps
o Working with schools
o Study skills

Tons of free downloads

CON

Need to sign up for the free e-newsletter to get some specific information and to
download some of the material

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