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Student #1
Taylor- Pulling others off track
An engaging child with…
Student #1
Taylor- Pulling others off track
An engaging child with diagnosed ADHD that was un-medicated, he was constantly out of his chair, off task and pulling others off task 90% of the time.
I kept track a few days and found that I was redirecting him over fifty times a day. Without that redirecting, Taylor did absolutely no work on any subject. With one-on-one oversight all day long – and I mean the teacher standing right by his desk – he was barely capable of learning.
Tier 1
Have student take frequent breaks or activity-
I currently do this when my student gets off task and is beginning to be disruptive but not problematic- causing other to to lose focus.
For this student in PE (and the actual student have at Capri): This may simply mean removing the student from group activity to an area, that is away from class, to allow others to focus on learning. There should have specific/clear instruction on what they should do. It should also be able to be completed in a short time frame, without direct supervision, and involve a clear end goal. I.E Please sort these hula hoops by color and them stack them in rainbow order
Alternative Modes Of Completing Assignments-: Have student do a demonstration or experiment. I often talk to my PE students in an outdoor and busy area. I typically have very limited time to keep attention, so must focus on the class and not constantly correcting the student with ADHD. For that reason, and the fact that they will be roaming and trying to play with equipment as I talk (also now distracting others), I would use him to demonstrate the skill with me to show the class what they will do with their partner. Now he is also directly listening to me as I also teach him how to do it.
Break down assignment- This works well with the above techniques and for the same reasons I mentioned above. I use this student to complete the assignments above for equipment The to him are very clear and concise - we both need this for different reasons so it benefits him, and me, as the teacher
Tier 2
Structured breaks Gives fidgety kids and those who have trouble sitting still for periods an opportunity to get up and move
In PE for my current student @ Capri I would use this if/when random (as-needed) breaks are no longer helping and if I feel that a structured "break" away from the assignment (during the middle and end of class) would t help with equipment management.It can also help build a sense of on-going purpose and ownership as he helps long-term.
Mentoring to Provides a student with a personal connection and buy-in I would use this if the simple techniques begin to seem boring to too routine for him, It requires me or another mentor to be more involved with him personally,
Peer Tutoring to provide frequent and constant redirection and refocusing again I feel if the above is not working this will add another layer of assistance that will keep him on-track and stay more involved with friends
Tier 3
Daily Behavior form - Provides students with more one on one help, support, and intervention If all or some of the tier 2 interventions fail this may be a great technique to start involving other adults (parents or other school staff) that add to the support and behavior management team that he works with.
Forced Choice Reinforcement Survey -*Gives good data for developing behavior plans and reward or incentive. This again can add another layer if above methods are seem to no longer work or never worked within the appropriate time frame
Check in Check out Improves student behavior and academics when other interventions have failed. Provides feedback and adult support on a daily basis and can ultimately Leads to maintenance free responsible behaviors, habits, and effort.
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PBIS Behavior Type: Unfocused/Inattentive**
Recommended intervention methods and when, how and/or why we use them.
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