This can be initiated by the use of visual or non-verbal prompts, proximity or even a subtle verbal warning. The goal is to alert the student to the 'annoying' behavior and to demonstrate that this behavior won't be accepted without yet resorting to punishment. For the student that insists on either becoming distracted easily or distracting other students with teasing, pestering or general speaking out of turn, it may be appropriate to take steps such as relocating the student to another part of the room. As the Behavioral Matrix demonstrates, this is one of a number of measures that a teacher has to demonstrate that there will consequences for unacceptable behavior. It is also important to differentiate this concept of consequences from the concept of punishment.

Intensity II:

As the findings from the Matrix worksheet show, there is some crossover behavior Intensity I and Intensity II behaviors. For instance, the proclivity toward teasing and pestering behavior or the tendency to talk out of turn in class are both at the top end of the Intensity I spectrum. If chronic or in greater severity, these behaviors may be regarded as Intensity II or Inappropriate Behaviors. This crossover also applies to the corrective measures recommended, including the suggestion to move the disruptive student's seat.

Other aspects of the Intensity II level of behavior demonstrate the same crossover but with implications of greater frequency or intensity. For instance, the worksheet indicates that chronic socializing with peers and inappropriate volume or tone of voice are common trespasses at the Middle School level. Additional behaviors highlighted in this worksheet would be teasing and its far more severe counterpart in bullying. Certainly bullying or engaging in verbally threatening behavior represents an escalation of negative behavior and denotes the need for stronger pro-social skills.

These prosocial skills largely inform the corrective actions suggested within the continuum, with...

However, here, with the increased intensity of the offense there is also an increased intensity of consequence. In this case, punishment begins to enter into the strategy, with such basic measures as the loss of extra privileges or recess time becoming appropriate. The workbook denotes that many teachers prefer to use the loss of free time as a graduating scale for dealing either with different levels of behavioral severity or the frequency of an individual's misbehaviors.
The next level of corrective action, for more severe offenses on the continuum such as chronic disruption, bullying and threats of violence, involves various modes of contact with the parent. The hope is that by having the student write a letter home, by having the teacher write the letter, or by scheduling a conference, a parent can become involved in administering corrective actions.

Intensity III:

The third level identified by the Behavioral Matrix is Intensity III Behaviors, or Inappropriate behaviors continued from Intensity II but representing an increased severity. This includes a continuation and escalation of bullying or threatening behavior. Additionally, openly defiant behavior is often encountered at the Middle School level as some students attempt to define their limitations.

Here, corrective behavior will include a combination of punishment and planning for improvement. Strategies preferred by respondents to the workbook included having the student participate in the development of his or her own remediation plan and practice at modeling appropriate behaviors. Additionally, a parent teacher conference is almost always appropriate in such cases, as well as the possibility of punishments such as in-school or after-school detention. If the problems are particularly serious, administration involvement may be called for.

Works Cited:

Knoff, H.M. (2007). Developing and Implementing the Behavioral Matrix. Project ACHIEVE Press.