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P.B.I.S Positive Behaviour Management Supports (Data Tracking Systems…

- - - - Tier 1: Whole class
        
        Tier 2: Groups or individuals
        
        Tier 3: Individualised plan
        
        Providing students with the sensory stimulation they need results in increased work production, on task behaviour, improved focus and attention, and a happier more content student. These interventions are fairly simple and can yield significant results/benefits for the effort and time put in.
        
        Break into small groups and discuss different techniques to use in the calm down area. For example a teacher could demonstrate breathing techniques
        
        When: A student is fidgety, moves a lot, and doesn’t sit still. When a student doesn’t follow direction or becomes frustrated. When a student’s emotions need to be de-escalated.
        
        Why: To provide students with a cool down time that allows them to reset. To provide assistance for teachers to address students without having to stop instruction.
        
        How: Calm corner - make the space identifiable, inviting, and comfortable, include engaging and soothing materials such as sensory bottles, fidget toys, comfy cushions, explain what it is and how to use it
    - - Tier 1: Whole class
        
        Tier 2: Groups or individual
        
        Prompted and supervised peace table time struggling student. This might involve just the teacher and student or the teacher and two students they are guiding througha conflict. It may also be beneficial to do more group collaboration and team work activities such as Team work, Art Work
        
        Tier 3: Individualised plan
        
        Teacher should provide individual student with a step by step simple word/ visual guideline to take with the student to the peace table. The teacher should also consider setting up one on one sessions with a behavioural specialist who can work more intensively with them to build up this skill.
        
        When: Beginning of school year, after holidays, and contextually (when students are having trouble comprising, sharing, taking turns, etc.)
        
        How: For the whole class or groups. Circle time on how to use class peace table.
        
        Why: Enables and empowers student to be independent and promotes self confidence.
    - - Tier 1: Whole class
        
        Tier 2: Groups or individuals
        
        Tier 3: Individualised plan
        
        Create visual guidelines for the student on how to have safe, appropriate interactions with friends. The teacher should also consider setting up one on one sessions with a behavioural specialist who can work more intensively with them to build up this skill.
        
        Create groups of 3-5 students with similar skill deficits. Small groups give students a chance to observe others, practice with peers, and receive feedback. Plan ‘I do, You do, We do’ small group lessons specific to the social skills we want to reinforce.
        
        Why: Help students make friends, teaches students essential life skills, teaches students to follow rules expectations and procedures.
        
        When: At the beginning of the year and throughout the year whenever possible with any given opportunity. Particularly when students exhibit poor social routines and personal care habits.
        
        How: Social skills lessons and interventions for the whole class or groups. Example: “What makes a good friend?” topic at the start of the year.
- - - - Tier 1: Whole class
        
        Tier 2: Groups or individuals
        
        Tier 3: Individualised plan
        
        The teacher should also consider setting up one on one sessions with a behavioural specialist who can focus on positively praising the student and encouraging positive behaviours.
        
        Praise buddy Students are assigned a weekly random buddy. They are encouraged to praise their buddy throughout the week. Students would be taught and modelled growth mindset praise language to use on their buddy.
        
        When: Praise when students exhibit positive behaviors, expectations, help others, show generosity, share, etc. When students succeed, overcome, persist, push through, achieve and use productive coping skills, problem solving skills, etc. When students are independent, self-start, etc. When students need encouragement or are having issues and you want to improve trust and rapport with students
        
        Why: Provides encouragement and boosts confidence, builds rapport and trust in the teacher, increases students’ desire and drive to succeed and helps students to push through difficulties.
        
        How: Positive praise, according to research, should always be done with every student at a ratio of at least 4 positive praises to 1 criticism. When delivering praise, use direct eye contact, positive demeanor, open body position, and get to the level of the student if possible. Make praises specific, personalized, and individualized. Praise can be done either quietly or if the student is motivated by peer approval, can be done in front of the class.
    - - Tier 1: Whole class
        
        Tier 2: Groups or individuals
        
        Tier 3: Individualised plan
        
        When a particular student has trouble even with the added First/ Then visual, a teacher can create an individual pocket sized first then schedule that is changeable and therefore specific to their needs.
        
        Some individuals who are struggling with tier 1 intervention may benefit from a First/ Then visual
        
        When: When a student gets off task easily, is easily frustrated, or anxious about the school day, when students presents behavior challenges or has poor attention and focus.
        
        How: Provide a flexible visual schedule that includes words as well as pictures. Engage students in keeping track of where they and the class are in the daily routine.
        
        Why: Provides students with predictably which decreasing anxiety, frustration and worry and improves focus and attention.
    - - Tier 1: Whole class
        
        Tier 2: Groups or individuals
        
        Tier 3: Individualised plan
        
        Teacher should consider setting up one on one sessions with a school counsellor in order to provide the student with a trained member of staff who can focus on providing a comfortable and calm space.
        
        Teacher can set up small group lessons that model calm voices in order to ensure both students and teacher are using calm voices. This helps build rapport between the student who is struggling and their teachers/peers.
        
        When: When you are processing a problem with a student or a student is very upset. When a students emotions are getting the better of them or are reluctant to follow directives. When a student is raising their voice, screaming, or their distress is escalating.
        
        How: This technique takes a lot of patience, support, self-control and self-talk. You must be aware of your own physiological cues to getting angry, annoyed and frustrated. Use “I” statements, ie: “I would like for you to make a choice between doing your work at your desk or at another desk” rather than “you need to make a choice now about where you are going to do your work”. Always provide consequences to students in the most non-emotional state possible and speak in a measured and calm manner. Speak in a measured and calm manner. It is important to maintain a non threatening posture and stance, and when possible, come down to the child’s level.
        
        Why: Using a calm and neutral tone keeps you in a calm state of mind. A student will take your lead in the way you speak and behave. Keeps the teacher in a position of authority and control and improves conflict resolution.