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PBIS in the Classroom (Tier 3 Intervientions (For both case studies, the…

- - - - This is helpful in targeting specific problem behaviors and tracking data to monitor progress.
      - Collaborate with other teachers, administration, parents, and support staff to help design the most appropriate plan
      - If a student isn't responding to other interventions, using an individualized BIP is a good way to make specific plans, procedures, and guidelines for an individual student.
    - - Communication is extremely important at this stage. Having meetings with a support team along with the parents is essential to finding the best way to help your student.
      - Scheduling a structured meeting with an agenda can help you gather more information about your student and their problem behaviors.
      - Collaborating with a support team and parents can help increase buy-in as everyone feels more responsibility towards reaching the desired outcome. It also avoids confusion and misunderstanding as everyone is on the same page.
    - - If a student isn't responding well to other interventions, using a daily behavior form can provide structured, reflective reminders.
      - You can rate the student after each class period or at the end of each day. Take some time to discuss the student's performance with them. Using reflective questions to encourage deeper thought.
      - Sending home a copy of the daily form can help keep the parents in the loop and add an extra sense of responsibility as the student knows their daily actions will be presented at home.
- - - - • Easy and fast method that can help save valuable class time
        
        • Minimizes distractions and misbehaviors
        
        • Improves students’ attention and focus
        
        • Provides effective prompts with little effort
        
        • Brings students back to the task at hand
        
        • Does not have a significant negative association
        
        • Can be utilized in any phase of a lesson
    - - • Provide a simple reminder of what the student should be doing
        
        • Keep reminders short, precise, and clear
        
        • Give your redirection and then get back to what your were doing
        
        • Redirection can also be non-verbal, such as eye contact or proximity control
    - - • Students are distracted or off-task
        
        • Students appear lost or confused
  - - - • Some students, especially those with ADHD, have a hard time focusing for long periods of time in the same position
        
        • Standing helps provide the brain with extra stimulus, which in kids with ADD/ADHD, serves to help them focus more on the task at hand
        
        • Standing is a good way to wake students up and freshen their resolve after a long day, assignment, or test
        
        • Helps break up the day by creating the illusion of smaller chunks of time and effort
    - - • You have a student who is especially fidgety or has trouble staying seated
        
        • After the class has been sitting for a long time
        
        • During class reading time
        
        • Toward the end of the day, after lunch, or early in the morning when students can become lethargic, sleepy, sluggish, and lose motivation and effort
        
        • When you want to create mental breaks or sections in a task or activity
    - - • Allow students to stand next to their desks while continuing to work
        
        • Student do not need to use their desk top to work on, for example, if they are reading they can hold their book, but make sure to enforce a distance boundary like above to prevent wandering
        
        • Set a distance boundary or provide a specific area for the students to stand to help deter wandering
        
        • You can allow the students some additional movement by using a signal to tell the students when they can stand or walk to the next station to complete a different task
        
        • Students with ADHD may have a little more freedom to move as this can help them focus better
  - - - • Provides student exercise and a release of tension
        
        • Allows student to feel needed and important
        
        • Can help students to “reset” and return to a task fresh
        
        • Takes student’s mind off what may be hindering them
        
        • Helps break up monotonous tasks, assignments, activities, etc
    - - • Ask the student to help hand out books or other class materials
      - • Ask student to help clean up after lunch
      - • Ask student to walk supplies or a note to another room
    - - • A student starts wandering or getting off taskt
      - • A student looks like they're getting sleepy or restless
      - • A student is seeking attention of others in a distracting manner
      - • A student needs a boost to self-esteem
- - - - • An easy, efficient way to provide positive reinforcement
        
        • Helps reinforce positive behaviors and expectations
        
        • Provides incentive and can increase motivation
        
        • Making it visual allows the students to more easily track their progress
    - - • Students display desired behaviors that you want to call attention to
      - • Some students are on task, but others are not
      - • Students need a reminder of what they should be doing
    - - • Posting a chart on the wall with individual student names
      - • Using digital tools, like ClassDojo, can help make it especially engaging for young learners
      - • Simply writing names on the board and adding positive or negative points to reflect student behaviors
  - - - • Easy and effective way to call attention to a student's behavior without a negative connotation
      - • Saves valuable class time and reduces distractions
      - • Fast and discrete reminder
    - - • A student is off task or not following class procedures/norms
      - • A student isn't participating
      - • To positively reinforce good behavior in a personal way
      - • A student might be shy or doesn't respond well to feedback in front of the class
    - - • Use body language, facial cues, or finger/hand signals
      - • You could set aside time to talk with the student about expectations and include their input on what signals you can use to remind them
  - - - • Simple sensory tools can work wonders for some students whose behaviors are primarily sensory related
        
        • Having something small and quiet to interact with can allow the student to focus without needing to move around
        
        • Providing students with the sensory stimulation they need results in increased work production, on task behavior, improved focus and attention, and a happier more content student
        
        • These interventions are fairly simple and can yield significant results/benefits for the effort and time put in
    - - • Taping a strip of a textured material to the side or bottom of a student's desk
      - • Providing small objects like stress balls, fidget toys, rubber pencil grips, silly putty, or exercise bands
      - • Allow chewing gum
      - • It's important the students know the expectations in regards to these objects to keep for proper use
    - - • Students with ADD or ADHD have trouble focusing
      - • Students have known sensory stimuli that trigger disruptions
- - - - • Create an individual, personalized contract specific to the student problem behaviors
      - • Decide on a rating or positive/negative reinforcement system to hold the student accountable to the outlined behaviors
      - • Take time to explain the contract and procedures with the student
      - • Ask for a parent signature and send a copy home
      - • Periodically review the student's behavior with reflective questions to help the student think about their feelings and actions
    - - • Provides students with more individual and personal attention
      - • Gives students a larger stake and increases buy-in
      - • Provides a clear, organized structure and routine
      - • Encourages student self-reflection and responsibility
      - • Holds students accountable
      - • Improves communication with parents
    - - • Students show persistent behavioral issues
      - • Students have trouble with organization
      - • You notice a pattern of not meeting expectations
  - - - • To help identify factors that may not be so obvious
      - • Gather more information about the student, behavioral patterns, and possible root causes
      - • May provide useful data for planning interventions or behavioral plans
    - - • There are downloadable assessment forms at the bottom of the PBIS World page here
    - - • A behavioral pattern seems to be forming, but the causes are unknown
      - • You need more information as to why the behavior is occurring and what the triggers are
  - - - • Provides the students with a more personal connection
      - • Gives the students someone to trust, who has their back
      - • A source of support and advocacy along with promoting self-responsibility
      - • Can help build teacher-student rapport and increase student buy-in
    - - • Students display a pattern of problem behavior
      - • Students appear to have little or no support or guidance outside of school
      - • A student isn't responding to other forms of intervention
      - • Lack or motivation or connection to school is evident
      - • Students don't get along well with others
    - - • Schedule a recurring meeting time
      - • Incorporate something fun into the session (drawing, share a common interest, play a game, etc.)
      - • Refer to a mentoring guide, such as the
      - • Keep the student with the same mentor to build a strong and trusting rapport
      - • Active listening is incredibly important
      - • Help students set goals and establishing plans to achieve them
- - - - Three steps to consider
        
        • Second, state the crime: “Because you took your classmates materials…”
        
        • Third, provide consequence “You will give them back with an apology” (consequence should be reasonable, matching the severity of the offense or behavior)
        
        • Walk away. Don’t engage in a conversation about it.
        
        • DO NOT GIVE WARNINGS. Provide a consequence upon first negative behavior
        
        • First, be calm and be empathetic to student (without being condescending): “I know this is sad for you…”
      - The consequences should be related to the student's behavior or action.
      - The consequences should be delivered in a respectful manner. Using a respectful tone and being empathetic.
      - The consequences shouldn't be too severe, they should be reasonable.
    - - • Provides powerful instances to teach alternative behaviors and expectations
        
        • Leaves the student with a feeling of control
        
        • Uses thinking words
        
        • Provides choices within firm limits
        
        • Teaches students to take responsibility for their choices
        
        • It teaches that when an action occurs, a consequence follows
    - - When a student breaks any sort of rule or norm. It should be done immediately after the incident in order to tie the consequences to the action.
  - - - • This technique takes a lot of patience, support, self-control and self-talk
        
        • Be aware of your own physiological cues to getting angry, annoyed, offended, disrespected and frustrated
        
        • Use “I” statements, ie: “I would like for you to make a choice between doing your work at your desk or at another desk” instead of making commands.
        
        • Maintain your composure and emotional state
        
        • DO NOT match the emotional or other escalated state of the student
        
        • Speak in a measured and calm manner while maintaining a non-threatening posture and stance
        
        • Do not make threatening or sudden gestures, motions, or actions
        
        • Be matter of fact and avoid lecturing or talking on and on
        
        • Avoid a lot of back and forth with the student, saying what you need to then walking away in a calm manner
    - - This can be used when dealing with just about any behavioral incident with a student.
    - - • It is a quick method to de-escalate a student
        
        • It keeps you in a calm state of mind
        
        • A student will take your lead in the way you speak and behave
        
        • Reduces aggressive behavior and lashing out
        
        • Increase likelihood of coming to a resolution
        
        • Improves conflict resolution
        
        • Keeps the teacher in a position of authority and control
        
        • Prevents students from turning staff against one another or creating ancillary conflicts and tensions
        
        • Prevents students from causing a “scene” and gaining the attention of others
        
        • Prevents students from playing on the emotions of the teacher
  - - - • Students are more likely to listen to your input when it’s done away from others
        
        • It gives cool down time for both you and the student before discussing an issue
        
        • Removes an audience for the student to show off to
        
        • Stresses the importance of what you are saying, and students take it more seriously
        
        • Indicates to the student the seriousness of the problem, behavior, or situation
        
        • Provides a safe, private space for the student to open up and share their thoughts and feelings
    - - • Stay cool, calm, and collected. Approach the conversation with empathy.
        
        • Remove student from situation and make an appointment time to talk about the issue
        
        • Remove the student from the room immediately and go into the hall with them
        
        • Tell the student to stand in the hall and wait for you, then go talk to the student in the hall a few seconds later. This allows for a period of cool down time.
        
        • Use reflective listening “I hear you telling me that he took your toy away”
        
        • Ask open ended questions
        
        • Use body language that represents openness
        
        • Validate your student’s feelings
        
        • Use this time to teach alternatives
    - - • You need to address a student's personal issue
        
        • A situation is escalating
        
        • A student is shy or sensitive, but a behavioral issue needs to be addressed
        
        • After attempting to address the behavior in class several times without the desired outcome