Characteristics: (PBIS World, n.d.)
Positive Behavior Intervention Supports (PBIS World, n.d.)
Characteristics: (PBIS World, n.d.)
Tier 2
Tier 3
Tier 1
Poor attitude
Positive Behavior Intervention Supports (PBIS World, n.d.)
Tier 2
Tier 3
Tier 1
Frequently asking questions
Unwilling to consider others’ ideas and opinions
Frequently talking back to authority
Does not think highly of others
Data tracking tools
Data tracking tools
Finds fault with everything others say
Interrupts other students
Is not respectful of other students' opinions
Speaks out of turn
Frequent engagement of confrontation
Tier 2 Functional Assessment Checklist: Identify the routines, activities, and context of the problem behavior, as well as specific features of the settings and events which trigger the student's problem behavior to analyze the situation and build a plan for behavior support.
Tier 3 Behavior Specialist Referral Form: If the student is still disrupting class and not responding to consequences or disciplinary measures, refer the student to a behavior specialist or counselor who has more experience working with students with similar issues and can design a 3-tiered intervention model. Also, teachers can also contact the parents and ask questions via a questionnaire such as Parent Questionnaire: a questionnaire can help teachers learn more about the student's background and behavior outside of the classroom.
Tier 1 Behavior Tracking Chart: Track student's problem behavior throughout the week to find patterns and/or the potential cause(s) of the problem behavior.
Tier 2 Functional Assessment Checklist: Identify the routines, activities, and context of the problem behavior, as well as specific features of the settings and events which trigger the student's problem behavior to analyze the situation and build a plan for behavior support.
Tier 3 Behavior Specialist Referral Form: If the student is still disrupting class and not responding to consequences or disciplinary measures, refer the student to a behavior specialist or counselor who has more experience working with students with similar issues and can design a 3-tiered intervention model. Also, teachers can also contact the parents and ask questions via a questionnaire such as Parent Questionnaire: a questionnaire can help teachers learn more about the student's background and behavior outside of the classroom.
Tier 1 Behavior Tracking Chart: Track student's problem behavior throughout the week to find patterns and/or the potential cause(s) of the problem behavior.
References:
Scenario (Hara, 2010)
Scenario: Nelly is a high school freshman. Nelly is self-motivated, driven, and takes rules and academics very seriously. She quickly gained a reputation among her peers, who nicknamed her "Know-it-all Nelly" and have also ostracized her. Eager to prove that she has mastered every subject, Nelly is quick to speak up during class as soon as an opportunity arises, often to the chagrin of other students in class. When the teacher does not call on Nelly, she has a habit of speaking up anyway or cutting off a student whose opinion she does not agree with. Nelly's eagerness to volunteer is not subject specific - she always has something to say, no matter what the subject is.
Scenario (Hara, 2010)
Donald is a 10th grade student. He often interrupts class to challenge the teacher's authority in the classroom by asking inappropriate questions and using derogatory language. He is constantly seeking opportunities for confrontation. An example of a question Donald may ask is: "Who is he/she [teacher] to be telling us about this stuff? What qualifications does he/she have?” Donald also does not follow directions immediately or easily. Donald has a small group of friends who encourage his problem behavior, but the majority of his peers do not have a high opinion of Donald because he impedes learning for others. Donald lacks common courtesy and has little regard for other people's feelings.
Require student to self monitor to promote independence, responsible behavior, and to increase self awareness and impulse control.
Work with the student's counselor and parents to create a Functional Behavior Assessment or Behavior Intervention Plan.
Avoid power struggles with the student by not rashly reacting in anger to the student's taunts or challenges.
Offer praise and encouragement when the student exhibits a good attitude and collaborative, respectful behavior.
Speak one on one with the student in the hallway or after class about why their behavior is inappropriate.
Begin having private discussions with the student about the problem behavior and the steps required to take in Tier 3.
Use the Functional Assessment Checklist (data tracking tool) to analyze the features and triggers of the student's behavior to identify more effective measures.
Set consequences, but use alternatives to suspension such as a loss of privileges, community service, or requirements for mentoring.
Refer student to a counselor, behavior specialist, or other authoritative figure who can address the student's behavior and set consequences for inappropriate and disrespectful behavior.
Implement more group activities which require student to collaborate and communicate with peers.
Offer praise when the student is cooperative and does not speak out of turn to encourage good behavior.
Speak with student in the hallway about the importance of allowing other students to contribute.
Require student to self monitor to promote independence, responsible behavior, and to increase self awareness and impulse control.
Use the Functional Assessment Checklist (data tracking tool) to analyze the features and triggers of the student's behavior to identify more effective measures.
Begin having private discussions with the student about the problem behavior and the steps required to take in Tier 3.
Refer the student to a Counselor and/or Behavior Specialist who can better address the issue and work with the student.
Meet with the student's parents to discuss the student's behavior, develop new approaches and strategies, and seek outside help and support.
Create a Behavior Intervention Plan.
In contrast to the Disrespectful Student, the Disruptive Student's problem behavior is not as serious and destructive.
In contrast to the Disrespectful Student's tiered strategies, the teacher will most likely not need to use strategies beyond Tier 2.
In comparison to the Disrespectful Student, the Disruptive Student needs to develop awareness of how his/her behavior is affecting his/her peers and learning in the classroom.
In contrast to the Disruptive Student, the Disrespectful Student's problem behavior can be much more serious, especially if the student is using inappropriate language.
In comparison to the Disruptive Student, the Disrespectful Student needs to develop awareness of how his/her behavior is affecting his/her peers and learning in the classroom.
In contrast to the Disrespectful Student's tiered strategies, the teacher should address inappropriate behavior immediately and may need to seek outside help and support sooner than usual.
The same Tier 2 strategies can be used for the Disrespectful and Disruptive Student.
The same Tier 2 strategies can be used for the Disrespectful and Disruptive Student.
Disruptive. (n.d.). Retrieved November 27, 2018, from http://www.pbisworld.com/behavior-descriptions/disruptive/
Disrespectful. (n.d.). Retrieved November 27, 2018, from http://www.pbisworld.com/behavior-descriptions/disrespectful/
Hara, B. (2010, September 2). Disruptive Student Behavior: The Disrespecters. Retrieved November 27, 2018, from https://www.chronicle.com/blogs/profhacker/disruptive-student-behavior-the-disrespecters/26653
Hara, B. (2010, September 2). Disruptive Student Behavior: “Know-it-all-Nancy.” Retrieved November 27, 2018, from https://www.chronicle.com/blogPost/Disruptive-Student-Behavior/22948/