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Disruptive Behaviours addressed with the use of tiered interventions.…
Disruptive Behaviours
addressed with the use of tiered interventions.
ALWAYS DISTRACTED AND DISTRACTING
Romain is always moving, but he does not really like sports. He cannot focus for long; he would walk around the classroom at any given time; talk over the teacher; not do his work, and that would be his normal routine. He has had bad grades in all his subjects during his first year and the school administration was even thinking of suggesting specialised schools for him to his mum.
TIER 1
Alternate Seating In Own Space
Seating arrangement modifications can also be seen as a preventive measure. Sometimes students need to be helped by being put in certain specific conditions to behave/perform better.
Stress ball or fidget
This is, in my opinion, one of the most representative strategy of tier 1. It is all about prevention to avoid the identified disruption.
POSSIBLE DATA TRACKING TOOL Observation and distraction log
TIER 3
Collaboration With Student’s Physician And/Or Mental Health Provider
That is when the teacher needs support from outside of the classroom. If the problem persists, it is safe for all stakeholders that a physician gets involved with parental consent. It is what makes the mentioned data tracking tool useful.
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This would be a logical follow up on the teaching of social skills. At tier 3 level, there should be a better understanding of expectations and simple visual clues may be enough to serve as reminders/warnings when needed.
POSSIBLE DATA TRACKING TOOL Efficient Functional Behaviour Assessment
TIER 2
Behaviour Contract
As a second tier intervention, it is a consequence of previous measures not working. It has the aim of preventing further issues without really being punitive. The key aspect of a behaviour contract is accountability for the student.
Teach Social Skills
At the second tier level, social skills could be taught in groups or individually. This would help if we consider that the student's insufficient response at tier 1 is because he lacks the basic skills to understand and apply expectations.
Peer Tutoring/Mentoring
In that specific case, the student has decent interpersonal social skills, but does not know WHEN to do WHAT when being part of a big group (a class). Being paired up may help as he would have constant reminders from someone other than the teacher.
POSSIBLE DATA TRACKING TOOL Self Monitoring Assignment Sheet
ARROGANT AND DEFIANT
Emma is a single child in her family and has always had social issues wth her peers since she was in elementary. She comes from a very rich family and often uses that as an argument to intimidate others. The language she uses with her peers and teachers is often arrogant and that causes trouble. Another consequence of her attitude is how she struggles to accept feedback/criticism.
TIER 1
Praise when cooperative and well behaved
I believe that a great way to scaffold interventions at middle school level is to focus on positive behaviours that contrast with what we want to address. This is also very popular at elementary level.
Speak in Calm And Neutral Tone
The actual behaviour issue is one that involves the use of excessive tone of voice. As a teacher, being prepared to not being upset will avoid escalation.
POSSIBLE DATA TRACKING TOOL Observation and positive interactions log
TIER 2
Teach Relationship Skills
At the second tier level, relationship skills could be taught in groups or individually. This would help if we consider that the student insufficient response at tier 1 is because s/he lacks the basic skills to understand and apply expectations.
Non-Verbal Cues & Signals
Compared to the other behavioural issue, here I am using it at tier 2 level. The main reason is to avoid any excessive shaming of the student while applying interventions. At middle and high school levels, simple visual clues may be enough to serve as reminders/warnings.
POSSIBLE DATA TRACKING TOOL Self Monitoring Assignment Sheet
TIER 3
Functional Behavior Assessment (FBA)
As a third tier intervention, it is a consequence of previous measures not working - it makes the process more documented. That advanced documentation of behavioural concerns becomes necessary when things aren't improving and when outside stakeholders get involved.
Structured Time Out (age appropriate)
Time out is a popular elementary technique, but could be applied to middle school when structured for. It would be useful at tier 3 level as the teacher would still need to address the disruption without impacting the learning time of the other students.
POSSIBLE DATA TRACKING TOOL Efficient Functional Behaviour Assessment
References:
A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System. (n.d.). Retrieved November 30, 2018, from
http://www.pbisworld.com/
