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Positive Behavior Intervention & Supports (Defiant (Characteristics…

- - - - Strategies
        
        At the Tier 2 level, think of doing conflict resolution lessons and interventions for groups and individuals
    - - Strategies
        
        At the Tier 2 level, think of doing relationship skills lessons and interventions for groups and individuals
    - - This intervention provides valuable insight as to what type of rewards and incentives a student desires or prefers. It gives direct feedback from the student’s perspective and good data for developing behavior plans and rewards or incentive systems. It is quick and easy to administer and easy to score and interpret.
      - When should I do it?
        
        When students do not respond to rewards
        
        When nothing seems to motivate a student
        
        When a student is disinterested in school work, following directives, rules, and expectations
        
        As part of developing a Behavior Intervention Plan (BIP)
        
        When you need to know what motivates a student, what kind of rewards they prefer, and what they might be more likely to work for
        
        When students cannot directly express or is not sure what kind of reward they would work for
        
        When a student expresses they do not care about rewards
      - Strategies
        
        Use the Forced Choice Reinforcement Survey.
        
        Either read the instructions and questions on the survey to the student, writing their answers in, or have the student complete the survey on their own, giving assistance and reading directions as necessary
        
        Once the survey is complete, simply tally up the results in the scoring section at the end and utilize the results to develop a reward system, and behavior plan
      - Resources & Support for technique
        
        https://www.pbis.org/Common/Cms/files/Forum15_Presentations/B13_Forced-Choice-Reinforcement-Menu.pdf
    - - Parent Questionnaire 1 http://www.amaesd.net/media/forms/SAT/MEETING%20COORDINATION/Parent%20Questionnaire.pdf
      - Parent Questionnaire 2 http://storage.cloversites.com/beecreekunitedmethodistchurch/documents/Parent%20Questionnaire.pdf
      - Problem Behavior Survey http://cecp.air.org/fba/problembehavior2/Appendix%20E.pdf
      - Student Self Evaluation http://www.amaesd.net/media/forms/Behavior-Toolbox/4-Information-Collection-Tools/2.%20Students/Student%20Self-Evaluation.pdf
  - - - Strategies
        
        At the Tier 3 level, think of customizing specific conflict resolution lessons and interventions for specific students
    - - Strategies
        
        At the Tier 3 level, think of customizing specific relationship skills lessons and interventions for specific students
    - - This intervention provides more information about students’ behavior. It helps to identify factors regarding behaviors that may not be obvious and the root causes.
        It provides data trends and patterns for developing an appropriate and effective behavior plan.
      - When should I do it?
        
        When a student is not responding to interventions
        
        When it is unclear as to why the behavior is occurring
        
        When a student’s behaviors require a behavior plan
        
        When antecedents and/or reinforces cannot be readily identified
        
        When a student is suspended multiple times or has a high number of office discipline referrals
        
        When a student is getting into trouble frequently
        
        When a pattern of trend seems to be forming
        
        When a student seems to engage in the same behavior regardless of consequence
        
        When consequences and/or rewards seem ineffective
        
        When a student does not appear to care or be affected by attempts to address the behavior
      - Resources & Support for technique
        
        Functional Behavior Assessments (FBA)
        
        Simple FBA Form http://www.resa.net/downloads/positive_behavior/simple_fba.doc
        
        Intensive FBA Form http://www.resa.net/downloads/positive_behavior/intensive_fba.doc
      - Strategies
        
        Begin with a Simple Functional Behavior Assessment (SFBA) by downloading and completing the SFBA form below
        
        If the SFBA does not yield enough data and insight to determine the function of behavior, download and complete the Intensive Functional Behavior Assessment form available below (IFBA)
        
        When completing the FBA forms, gather information and data from the student’s records, parents, teachers, and any other staff that work with the student
        
        Once you have completed the FBA form and have a theory as to the function of the behavior, develop a Behavior Intervention Plan (BIP) based on the data and results from the FBA
    - - Team/Behavior Specialist Student Referral Form
        http://www.tacoma.k12.wa.us/information/departments/special_education/Other%20Special%20Education%20Forms%20Library/District%20Behavior%20Intervention%20Team%20and%20Behavior%20Specialist%20Form.doc
      - Referral to Behavior Specialist http://www.nwresd.k12.or.us/specialed/pdf/BehaviorSpecialistReferral.doc
      - School Counseling Referral Form
      - Tier 2 Data Tracking Systems like Parent Questionaire 1 & 2, Problem Behavior Survey and Student Self-Evaluation
  - - - Many students lack basic skills necessary for solving and resolving daily conflicts with other students, adults, and authority figures. This intervention enables and empowers students to be more independent and highly functioning. It reduces teacher’s time “putting out fires”, increases instructional time and promotes maturity.
      - When should I do it?
        
        Conflict resolution skills are good to teach all kids in your classes at the beginning of the year and then again once a month to keep the strategies fresh in kids minds
        
        When students bicker, argue, and fight a lot
        
        When you lose time due to student conflicts and disagreements
        
        When students have trouble compromising, taking turns, and sharing
      - Strategies
        
        At the Tier 1 Level, think of doing conflict resolution lessons and interventions for the whole class or groups
        
        Conflict resolution skills should be taught and revisited on a regular basis and should include role playing to practice the skills
        
        When students fail to use the taught skills, have them reflect on how they could have handled the situation or conflict and role play it with them
        
        Model proper conflict resolution skills for your kids with any opportunity you get, and point out to the students afterward how you used the skills
      - Resources & Support for technique
        
        Conflict Resolution Lesson Plans : https://classroom.kidshealth.org/3to5/personal/growing/conflict_resolution.pdf
        
        CPS (collaborative problem solving by Ross Green) consists of three steps:
        
        Enter problem-solving process only when calm.
        
        Student/Child puts his issues on the table - others listen.
        
        Adult puts his/her concern on the table - student listens.
        
        Develop options together.
        
        Agree on a solution.
    - - Interpersonal skills are an important part of students’ development. This intervention helps students help one another and reduces conflicts, arguing, and fighting. It teaches students important life skills for dealing with others. This will create a positive climate in the classroom.
      - When should I do it?
        
        All students can benefit from being taught relationship skills
        
        With students that are frequently involved or starting or taking part in drama
        
        When students cannot get along with others
        
        When students cannot get along with others
        
        When students bully or are bullied
        
        When students create or spread rumors
        
        When students have trouble sharing, compromising, and listening to others’ opinions.
        
        When students seem intolerant of others
      - Resources & Support for technique
        
        Kid’s Health: Peer Group Pressure http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&id=1822&np=286
        
        Respect Lesson Younger Students Activity http://www.goodcharacter.com/chron/respect.html
      - Strategies
        
        At the Tier 1 Level, think of doing relationship skills lessons and interventions for the whole class or groups :
        
        Use any opportunity to model and role play relationship skills, like when a student name calls and others choose not to play with them, when a student shares, and when a student helps another.
        
        Teach lessons on relationships, friendships, getting along with others, and tolerance.
        
        Take students aside to discuss and have them reflect on how their behaviors affect others and what behaviors would make others want to be friends with them.
        
        Have students partner up and work on projects together
        
        Assign work partners
        
        Help kids set goals with making friends or getting to know others
    - - Points System
        
        ClassDojo – A platform to keep track of student’s good and bad behaviors.
        
        LiveSchool – A platform for tracking behavior points and rewards
    - - Positive Praise
      - Rewards, Simple Reward Systems, & Incentives
      - Engage Student
- - - - When should I do it?
        
        When a student isn’t responding to mostly used classroom techniques
        
        When students have poor attention and focus, like ADD/ADHD
        
        When students are uninterested, have low motivation, or low work completion
        
        When students have limited participation
        
        With new students and students that exhibit behavior problems
        
        When students have reputations in the school for being behavior problems
        
        When students have a poor rapport with teachers or students
        
        When students are off task, goofing around, and horse playing
      - Strategies
        
        When engaging students before or after class or instructional time, you may be more personable and less formal, talking to the student about their interests, family, concerns, friends, etc. For the most part, just listen to the student and make comments or ask questions about what they are talking about
        
        During instructional time, engage the student by calling on them, asking them what they think, involving their interests in assignments and topics, etc.
        
        Greet the student first thing in the morning using name
        
        When you have free time, ask student about what interests them
      - This intervention improves students’ performance, participation, attention, and student-teacher rapport. It encourages students to become more involved and increased volunteering and participation. Most students will respond positively when presented with an engaging attitude.
      - Resources & Support for technique
        
        Tips on how to involve and engage students http://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald007.shtml
        
        8 Ways to engage students http://www.pointloma.edu/TeachingandLearning/Teaching_Tips/8_Ways_to_Engage_Students.htm
        
        How To Build Rapport With Elementary Students http://www.ehow.com/list_6402337_rapport-building-activities-elementary-school.html
    - - Students are apt to work for something they want and some students need outward motivators. This intervention helps keep students engaged and provides encouragement, visual and tangible indicators of progress. It creates a positive and motivating “buzz” among students and gives students goals and milestones to work toward and for.
      - When should I do it ?
        
        Reward and incentive systems and programs should be a regular part of all schools and classrooms
        
        When students need motivation, encouragement, and incentive
        
        When students exhibit low motivation and interest
        
        When students lack an internal drive to succeed
        
        At the start of a new year set up a reward or incentive system with the class
        
        When you want to increase positive behaviors
        
        When you want to increase student outcomes
        
        When you want to boost students’ self-esteem and self concept
        
        When you want to provide the class with something to work toward
        
        When a task, assignment, or expectation is boring, difficult, tedious,
      - Strategies
        
        Create a list of rewards based on the data from the surveys and index cards and post this list in the class where everyone can see it
        
        Track each student’s progress toward rewards through a Point System (ClassDojo)
        
        Track behavior reward students who earn enough points for a given reward or incentive
        
        • Reward at the end of lesson and having those students who qualify choose from the reward list
        
        Consider small incentives without all the formality of a system by giving students a Cheerio, other food item, eraser, pencil, pen, pat on the back, sing a special little tune to them, etc, when they demonstrate a positive or expected behavior on the list
        
        At any time when you witness the student taking part in the behavior to be increased, verbally praise them. Can be done either quietly or if the student is motivated by peer approval, can be done in front of the class.
      - Resources & Support for technique
        
        Free certificate http://www.123certificates.com/
        
        Rewards Kids Will Crave http://health.utah.gov/obesity/gms/guide/RewardsKids.pdf
    - - Some students need outward motivators to boost confidence, self-concept and self-esteem. This intervention helps keep students engaged, embed an internal desire to try, succeed, and persist. It provides encouragement to help students to push through difficulty and also builds rapport and trust between teacher and students.
      - When should I do it?
        
        • When students are stuck, frustrated, and getting bogged down
        
        When students exhibit positive and good behavior, expectations, help others, show generosity, and share
        
        When students succeed, overcome, persist, push through, and achieve
        
        When students use productive coping skills, and problem solving skills
        
        When students are independent and self-start
        
        When students look down, need encouragement, are having issues, personal difficulties, and peer conflict
        
        When you want to increase a positive behavior
        
        When you want to improve trust and rapport with students
        
        When a student steps outside their comfort zone, looks embarrassed, seems to feel stupid, and takes a risk
      - Strategies
        
        Praise, according to research, should be given in a ratio of at least 4 praises to 1 criticism
        
        Give them a high-five, pat on the back, clap, exclamation, and cheer.
        
        Praise can be done either quietly or if the student is motivated by peer approval, can be done in front of the class
        
        Praise can be verbal or physical (like pat on the back, fist pump, and head nod)
        
        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
        
        Repeat praises if the student seems unconvinced at the first stating of the praise
        
        Restate praises in different ways to get the point across
      - Resources & Support for technique
        
        https://www.123certificates.com/
        
        http://www.projectschoolwellness.com/how-to-praise-students-more-often/
    - - Point System
        
        LiveSchool – A platform for tracking behavior points and rewards
        
        ClassDojo – A platform to keep track of student’s good and bad behaviors.
  - - - This intervention provides and reinforces students with positive feedback and expectations. Students respond to positive reinforcement best and it can produce immediate and quick results. It increases on task and attending behaviors and provides a visual concrete reason for students to work toward behavioral and academic goals.
      - When should I do it?
        
        When students exhibit chronic behavioral problems
        
        When students demonstrate low and persistent motivation, effort, and interest
        
        When a student refuses to do work or follow behavior guidelines
        
        When students have poor attention and focus
        
        When students are impulsive
        
        When students consistently fail to meet behavioral and academic expectations
        
        When students frequently break the school and classroom rules
        
        When students have difficulty getting along with others or interact inappropriately with others
        
        When students have frequent incomplete and missing work
      - Strategies
        
        Give the student the Forced Choice Survey 1 to determine what type of reward they prefer and will be most likely to work toward
        
        Praise for performing expected behaviors
        
        Earning privileges for meeting expectations
        
        Earning free time for meeting expectations
        
        Positive notes sent home for demonstrating good behavior and meeting expectations
      - Resources & Support for technique
        
        Reward systems https://www.teachingideas.co.uk/subjects/reward-ideas
        
        Reward Systems That Work: What to Give and When to Give It! http://www.educationworld.com/a_curr/curr301.shtml
    - - This intervention provides valuable insight as to what type of rewards and incentives a student desires or prefers. It gives direct feedback from the student’s perspective and good data for developing behavior plans and rewards or incentive systems. It is quick and easy to administer and easy to score and interpret.
      - When should I do it?
        
        When students do not respond to rewards
        
        When nothing seems to motivate a student
        
        When a student is disinterested in school work, following directives, rules, and expectations
        
        As part of developing a Behavior Intervention Plan (BIP)
        
        When you need to know what motivates a student, what kind of rewards they prefer, and what they might be more likely to work for
        
        When students cannot directly express or is not sure what kind of reward they would work for
        
        When a student expresses they do not care about rewards
      - Strategies
        
        Use the Forced Choice Reinforcement Survey.
        
        Either read the instructions and questions on the survey to the student, writing their answers in, or have the student complete the survey on their own, giving assistance and reading directions as necessary
        
        Once the survey is complete, simply tally up the results in the scoring section at the end and utilize the results to develop a reward system, and behavior plan
      - Resources & Support for technique
        
        https://www.pbis.org/Common/Cms/files/Forum15_Presentations/B13_Forced-Choice-Reinforcement-Menu.pdf
    - - Parent Questionnaire 1 http://www.amaesd.net/media/forms/SAT/MEETING%20COORDINATION/Parent%20Questionnaire.pdf
      - Parent Questionnaire 2 http://storage.cloversites.com/beecreekunitedmethodistchurch/documents/Parent%20Questionnaire.pdf
      - Problem Behavior Survey http://cecp.air.org/fba/problembehavior2/Appendix%20E.pdf
      - Student Self Evaluation http://www.amaesd.net/media/forms/Behavior-Toolbox/4-Information-Collection-Tools/2.%20Students/Student%20Self-Evaluation.pdf
  - - - Referral to Behavior Specialist http://www.nwresd.k12.or.us/specialed/pdf/BehaviorSpecialistReferral.doc
      - School Counseling Referral Form
      - Tier 2 Data Tracking Systems like Parent Questionaire 1 & 2, Problem Behavior Survey and Student Self-Evaluation
      - Team/Behavior Specialist Student Referral Form
        http://www.tacoma.k12.wa.us/information/departments/special_education/Other%20Special%20Education%20Forms%20Library/District%20Behavior%20Intervention%20Team%20and%20Behavior%20Specialist%20Form.doc
    - - Classroom misbehavior can reduce time on task and student learning. This intervention can help reinforce positive behaviors. It supports the special needs of Tier II and Tier III students in your class by protecting their self-esteem and avoiding singling them out.
      - When should I do it?
        
        When my Tier 2 rewarding system is not working and the student's participation affected my classroom teaching. I will play the Praise Game with the whole class period.
      - Strategies
        
        Separate your students into “Teams” (i.e. by table groups). Write each table name on the board.
        
        Teach your students no more than 3 key classroom expectations. Good examples are Follow Instructions, Ignore Distractions, and Participation
        
        Set a timer to go off every 3-5 minutes. Whenever the timer goes off, praise and award a point on the board to each team/table that has met all expectations.
        
        Note that it is “all or nothing” for each team/table. If one student was missing an expectation, the team/table does not receive the point. They can try again in just a few minutes!
        
        At the end of the period, each team that receives at least 80% of the possible points receives a prize (ie pull from a treasure box). If applicable, you can award points/tickets in your school-wide token economy as the prize.
      - Resources & Support for technique
        
        PraiseTimer is a simple online timer with customization options for the Praise Game http://praisetimer.com/