The Student May:

  • Frequently have new items in desk, book bag, locker, etc

  • Linger by teachers desk when no one is near it

  • Appear suspicious, look around to see if anyone is watching, keep “eyeing” an item, etc

  • Often “borrow” items from others or off desks, acting as though there is nothing wrong when confronted

  • Have large sums of money or valuables, like electronics

  • Be unable to explain how and where they got something from

  • Have nearby students complain of missing items

  • Have large stocks of pencils, markers, paper, supplies, etc

  • Have hoarded items

  • Have large currency bills

  • Talk frequently about new items parents or relatives bought them

  • Sneak back into school or rooms

  • Sneak into to buildings after school

  • Report plans to steal to friends

  • Seem to be hiding items

  • See nothing wrong with taking others’ belongings

  • Lack remorse, guilt, sense of sorrow

  • Demonstrate other deviant behaviors like fighting, breaking and entering in community, vandalism, conflicts with police and authority figures, frequent suspensions, hang out with “wrong crowd”, etc

  • Have juvenile legal record

  • Have parents complain about student taking things from homes when spending the night

  • Have frequent reports from others

  • Brag to others of new items

  • Deny when confronted

If this describes the student, proceed to the interventions. If not, try choosing another behavior.

Interventions:

  • Acknowledging positive behavior

  • Alternative modes of completing assignments

  • Assign a buddy or partner

  • Break down assignment

  • Break down directions

  • Call parent or note home

  • Count to 10

  • Deep breathing

  • Draw a picture or write in a journal

  • Engage student

  • Explain assignment

  • Explain directions

  • Frequent home contact

  • Give choices

  • Have student repeat directions back

  • Help student start assignment

  • Helping Students With Home Work

  • Ignore

  • Listen to music

  • Move to a new location in the classroom

  • Praise when cooperative and well behaved

  • Praise when good attitude and involvement occur

  • Praise when on task

  • Proximity to students

  • Reassurance

  • Reflection sheet

  • Snack break

  • Speak with student in hallway

  • Take a break

  • Take a break

  • Talk one on one with student

  • Talk to parent

  • Teach conflict resolution skills

  • Teach coping skills

  • Teach relationship skills

  • Teach relaxation techniques

  • Teach social skills

  • Touch base with student

  • Touch student on shoulder

  • Use timer

  • Visual schedule

A few important points:  

  • Try multiple interventions at the same time

  • Collect and track specific data on each intervention tried & its effect

  • If your data indicates no progress after a two weeks, you should consider a referral to the Trutherapy School Based Counselor.

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