Classroom Management Checklist Page 3
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4problem behavior.
12. Negative consequences are mild.
13. Negative consequences are followed with positive consequences at earliest
appropriate opportunity.
14. Behaviors which warrant classroom follow-up versus an office referral are clearly
identified.
15. More serious consequences are delivered by administration.
16. There is a system for issuing an office referral.
17. There is a system for dealing with a crisis or emergency situation.
18. A systematic correction procedure is established for problem behavior.
13. There is a routine established for meeting personal needs.
14. There is a routine established for using the drinking fountain.
15. There is a routine established for using the restroom.
16. There is a routine established for organizing assignments.
17. There is a routine established for conducting tests and quizzes.
18. There is a routine established for sending work home.
19. There is a routine established for establishing classroom helpers.
20. There is a routine established for using filler activities.
TOTAL
Pre-Correcting Problem Behavior
1. The context (trigger) and the predictable problem behavior have been identified.
2. The expected behavior has been specified. (replacement behavior)
3. The context that the problem behavior most likely occurs in has been systematically
modified.
4. Behavioral rehearsals are conducted.
5. Strong reinforcers for expected behavior is identified.
6. Prompting for expected behavior.
7. Pre-correction Checklists and plans are in place when needed.
TOTAL
Correcting Problem Behavior
1. Supports in place for adult to remain calm.
2. Ownership of the problem and solution are placed on the student.
3. Attends first to students on task when appropriate.
4. State the desired expectation.
5. Provides a positive consequence at first appropriate chance.
6. Consistently follows through on stated negative consequence.
7. Clear understanding of the phases of escalation.
8. Use of social contracts.
9. Able to identify situations where you may have escalated the problem.
10. Able to identify what caused the problem.
11. Able to determine the function of student behavior.
12. Able to determine the function of adult behavior.
13. Understanding of how to make adaptations in the environment to reduce the
likelihood of problem behavior.
TOTAL
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