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Student Curriculum 

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V.	STOP/ WALK AWAY/TALK  
       S.W.A.T.
Describe the 3 steps for responding to problem behavior 
Be sure to practice each step with the students and ensure that they are fluent. This should include at least 3 correct examples and at least 2 non-examples (When not to use the 3-step response) 
1. The Stop Signal 

® Teach students the school-wide" stop signal" (verbal and physical action) for problem behavior. 
® Model the use of the stop signal when they experience problem behavior or when they see another student experiencing problem behavior 
® Practice the Stop Signal, calling volunteers to the front of the class. 

•	Include at least 3 examples of the right time to use the stop signal 

Positive examples of when to use the stop signal might include: 
•	Johnny pokes Sally in the back over and over while in line 
•	Susie teases Sally and calls her a derogatory name 
•	Joey tackles Sam while playing two-hand touch football 
•	Sam steals the ball away from Fred when they are not playing a game that involves stealing. 
Include at least 1-2 examples of when not to use the stop signal 
Negative examples: when not to use the stop signal 
•	Johnny accidentally breaks the double-dribble rule in basketball 
•	Kelly makes a suggestion for a game that Fred does not like 
•	Sam steals the ball away from Fred when they are playing basketball: a game where stealing is appropriate 
•	Sally continues to poke Susie in line, even after Susie has
 delivered the stop signal 

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2. Walk Away 
Sometimes, even when students tell others to "stop", problem behavior will continue. When this happens, students are to "walk away" from the problem behavior. 
® Model "walking away" when students experience continued problem behavior or when they see another student experiencing continued problem behavior 
•	Remind students that walking away removes the reinforcement for problem behavior 
•	Teach students to encourage one another when they use the appropriate response 
® Practice "walking away" with student volunteers at the front of the class 
•	Include at least 3 examples of how to "walk away" and at least one example of when not to. 
3. Talk: report problems to an adult 
Teach students that eve nwhen they use "stop" and they "walk away" from the problem, sometimes students will continue to behave inappropriately toward them. When that happens, students should" talk" to an adult 
® Model the "talk" technique students should use when they experience continued problem behavior or when they see another student experiencing continued problem behavior 
Be sure to discuss the line between "TALKING" and “TATTLING”. 
"Talking" is when you have tried to solve the problem yourself, and have used the "stop" and "walk" steps first: 
Did you request "stop"? Did you "walk away"? 
“Talking” is when you are trying to solve a problem or protect yourself or someone else.

Tattling is when you do not use the "stop" and "walk away" steps before "talking" to an adult 
Tattling is when your goal is to get the other person in trouble 

Student Curriculum 
Notes: 
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Important Note: 
If any student is in danger, the "stop" and "walk away" steps should be skipped, and the incident should be reported immediately.
® Describe to students how they should expect adults to 
respond to "Talk" 
1.	Adults will ask you what the problem is 
2.	They will ask if you said "stop" 
3.	They will ask if you "walked away" calmly 
® Practice "talk" with student volunteers at the front of the class 
•	Again, be sure to include at least 3 examples of how to "talk" and at least one example of when not to "talk" 
4. Review Stop/Walk Away/Talk  S.W.A.T.
® Test students orally on how they should respond to various situations that involve problem behavior 
Include questions that involve each possible scenario: 
*Using "STOP", "WALK AWAY", and "TALK".

*Responding to "STOP", "WALK   AWAY", and "TALK"