There are many strategies that could be used for students on Access Points, they would need to be tailored to fit the classroom/student needs and likely adapted after the first implementation. Recently I have seen a lot of First/Then boards where the activity or task to be completed is listed on one side and on the other side there is a reward for completing the task. The student can sometimes select what reward they want from a choice board or there is a pre-established reward attached. In any strategy I think it is important to clearly outline what behavior is expected (completing a task, attending a lesson, etc.) and what reward would be received for completion (having a reminder of the reward like a picture has been really helpful!)

Monitoring behavior in a special education classroom is very specific to the classroom and students themselves. In my ESE classroom, most students never need behavior intervention and a handful will need extra support or a check-in with the teacher occasionally. I think the rules and behavior expectations really depend on how the teacher wants the classroom to run and how the students operate inside the classroom. My ESE class is more laid back and very go with the flow so if a behavior disruption happens, it will not interfere severely with instructional time. However, I could imagine that a more structured class would be more interrupted by a behavior outburst from a student.