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Student #2
Rolando: angry and explosive
Rolando was a broken…
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Student #2
Rolando: angry and explosive
Rolando was a broken little boy. He was angry and had an extremely explosive temper, throwing chairs, shoving desks, then isolating himself under a table and refusing to come out until his dad arrived at school.
He had been homeless on the streets in Arizona with his mom and sister until his father came to take him back to our state. Although his mom had a diagnosed mental illness, his father was helpful and supportive of my efforts.
Rolando was very smart and capable of doing all schoolwork.
Tier 1
Clear, Consistent, And Predictable Consequences
Causes students to think about their behavior and cause/effect more.
For my class I use an area that is called "Re-focus Station". When a student is sent there, they answer the following questions on an index card:
1) Why am I here?
2) What can I do different?
3) Am I ready to participate and follow the rules?
This is often used for kids who continue to break rules or suddenly lash out or become upset and need a break to "re-focus" and/or calm down.
Avoid Power Struggles Reduces the likelihood of further physical, verbal, and other conflict. This will only feed into the attention the student is receiving and encourage that is is OK to argue back/forth with a teacher or adult.
Positive Praise Increases students’ desire and drive to please and succeed All kids want positively acknowledged, especially when are living a home life like Rolando and already feel unsafe, unloved, and angry.
Tier 2
Reward System
Provides a visual concrete reason for students to work toward behavioral and academic goals. This system can include the entire class but make it easier for Roland and kids like him at first so he can actually see how good it feels to be rewarded.
Behavior Intervention Plan (BIP) When students demonstrate significant emotional difficulties that interfere with learning and/or others, including frustration, anxiety, depression, fear, etc I would use this if the simple techniques are not working and the student is still a danger or lashing out
Teach relaxation Techniques Has positive physiological benefits, like improved blood flow, oxygen levels, and endorphin levels, as well as decreased cortisol or “stress hormone” levels These skills will eventually be used if we keep helping them do it when there is an episode. Kids do not like how it feels when they are upset or angry so they will use the skills when they see them helping!
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.
PBIS Behavior Type: Tantrums/Out Of Control
Recommended intervention methods and when, how and/or why we use them.
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