Positive Behavior Intervention Supports Nao Yoneda ( …
Positive Behavior Intervention Supports
In class, Jason has issues with impulse control, sitting still, focusing on his work, calling out, and solving conflicts with others in a non-aggressive manner. He is also defiant and argumentative and refuses to comply with teacher requests.
At home, he does not exhibit any of these behavioral problems.
Reward a sticker to the class whenever I witness a conflict being resolved in a non-aggressive manner.
TEACH CONFLICT RESOLUTION SKILLS
Teach conflict resolution lessons at the beginning of the year to
with a focus on non-aggressive skills such as compromising, sharing, taking turns.
COOL DOWN LOG
Keep track of names and duration for Cool Down Space use.
Provide a Cool Down Space in the classroom for students to spend a short time being physically away from the stressful situation.
CHECK IN CHECK OUT FORM
The student checks in at the beginning of every day with the teacher and retrieve a goal sheet. The teacher provides feedback throughout the day, and the student checks out at the end of every day. The form is sent home to be signed by family.
BEHAVIOR INTERVENTION PLAN
Improve student accountability by creating a structured plan with the student that identifies key behavioral issues that both students and adults can monitor, correct, and evaluate daily.
JAKE: NEGATIVE ATTITUDE
Jake lacks confidence because he was retained for a year and has been teased for being overweight in the past. He is used to failing and often says, "I'm no good." He is disrespectful and mutters to himself, counteracting instructions and sometimes distracting other students.
POSITIVE LANGUAGE CHART
Reward a sticker to the class whenever I witness somebody using positive self-talk or encouraging others at school.
TEACH SUBSTITUTE WORDS
Teach alternative phrases for negative self-talk such as
"I'm no good" --> "I can try again"
"I don't understand" --> "I can ask for help"
at the beginning of the year to
to foster growth mindset.
MENTORSHIP SCHEDULE AND LOG
Ask mentors to keep a shared schedule and to track when they meet, activities, and improvements.
Connect students to individual mentors or create mentorship groups so that students with low-confidence feel like they have a designated person or group that supports and encourages them as well as keep them accountable for their negative attitude.
Counselor documents sessions and provide specific suggestions to the teacher based on their professional opinion.
If student is still struggling with low self esteem, refer student to counselor for one on one support and intervention. This increases privacy and provides student with undivided attention from an adult to discuss underlying issues.