Hyperactivity Taylor: pulling others off task
Tier 1
Tier 2
Tier 3
DAILY POSITIVE BEHAVIOR TRACKING FORM
If your data indicates no progress after a minimum of 6 months, you may consider moving to tier 2 interventions
Collect and track specific data on each intervention tried & its effect. With this you will be able to see if the intervention method that you are utilizing is working on not.
Each intervention should be tried for a minimum of 4 weeks, & more than 1 intervention may be implemented at the same time
Try multiple interventions, every student is different and not just one intervention works for one case.
Before you start, a few important points:
Break Down assignments
Individual Work Space
Stress ball or fidget
click to edit
Take a blank sheet of paper and cover up every item other than what you want the student to complete.
After they complete that, teach them to move the sheet down
Determine what might be hardest/easiest for student. Have them do the easy items or the hard items first, which ever they prefer
Allow a break after student completes a portion of the work
If you have study carrels or dividers, you may use these to create a work space for a student
You may set up a separate work space for a student in addition to their normal desk or seating location, for example at a table near the teacher
Students may do well with sound isolating earphones to block out sound in addition to an individual work space
Explain to a student in private that they will receive a stress ball or fidget to use when they are unfocused, nervous, anxious, feeling fidgety, hyper, etc
Tell the student this will help them to focus better or get through feelings of anxiety or nervousness
If other students in the class ask about the item or want one too, explain to the class why the student has it and that it is only for that student to use
Behavior Contract
Mentoring
Holds students accountable
Provides structure, routine, consistency, and organization
Promotes self responsibility
Reward System
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
Small items as rewards for following rules and procedures, including stickers, erasers, trinkets, pencils, crayons, snacks, drinks, books, candy, etc
Earning privileges for meeting expectations
Praise for performing expected behaviors
Alternatives To Suspension
Alternatives may be discussed with a student or students before implementing them
Some common alternatives include:
in-school suspension
school service (for example, assisting custodial staff with after school clean-up, lunch clean-up, etc)
referral to community mental health services