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Positive Behavior Intervention & Supports PBIS (The Talkative…

- - - - the technique involves sitting down with the student, defining the behavior(s) to address, and choosing and implementing an intervention or system by which the student can keep track of their own behavior and progress toward the behavioral or other goal
      - The self monitoring interventions may include visual cues, like pictures, gestures, etc by which the student may be reminded to address the behavior indicated for intervention Checklists and charts may be used by students to keep track of their behaviors
      - Student may create notes to themselves
      - Students may look for triggers that cause the behaviors, avoiding these triggers or being aware they are present
  - - - parent supervision
        
        counseling
        
        problem solving or behavior contract
        
        loss of privileges
        
        mentoring
- - - - Mentors should be voluntary
        
        Keep the student with one mentor, don’t switch around
        
        Mentors should not set out to “fix” the student and all the student’s issues
        
        Mentors should be supportive, encouraging, and engaged
        
        The student/mentor relationship is all about connecting and establishing a rapport and trusting relationship
        
        Mentors should try to do something fun or engaging with the student, like shooting a basketball, playing cards, or talking about a common topic of interest
        
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  - - - Utilize a daily behavior form, chart, or report card
        
        Decide on the main problem behaviors and put these on the chart
        
        Explain the procedure with the student
        
        Rate the student for each period, hour, etc in the areas you decide to put on the form or chart
        
        Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly
        
        Depending on the form you use, you may give the student a new form each day or the form may have space to rate the student for the week or month, etc.
        
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  - - - Give praises even more frequently to problem students.
        
        When a student is seen behaving appropriately, paying attention, being on task, prepared for work, sitting quietly, being kind to others, etc, make a remark to the student about how happy or proud you are to see what they are doing appropriately. You could also say to the student,