Citation

Sugai G, Colvin G. Educ. Treat. Child. 1997; 20(2): 209-221.

Copyright

(Copyright © 1997, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The purpose of this paper is to describe a strategy that can be used to increase the proactive and preventative benefits when negative consequences are given to students who display problem behavior. Debriefing activities are short, planned interactions between a student and an educator that generally follow the use of consequences for problem behavior; however, debriefing sessions also can and should occur after displays of appropriate behavior. Educators generally use debriefing activities to help students display more acceptable behaviors in the future and to successfully re-enter normal classroom routines. We describe (a) why educators use debriefing activities, (b) how educators can determine when debriefing activities are effective, (c) what a debriefing activity should look like, and (d) when debriefing activities should be used. We also provide an example format for conducting debriefing activities.

Language: en