Off-Task Disruptive Annoying and distracting others Ask a lot of obvious…
Annoying and distracting others
Ask a lot of obvious questions
Get out of seat frequently
Hands on others and in others' space and belongings
Talk to others frequently
Out of line, horse play
Roll on the floor, crawl under tables
There are several students who display one or more of these characteristics of an off-task disruptive student daily, each class period. So this behavior is important for me to evaluate. There have been several strategies already used in the classroom and students have improved slightly from the 2-3 months of interaction. These tiered strategies will help me see which students can try more varied strategies before going into the upper tiers. These are also from the PBISworld website for Off-Task Disruptive behavior.
S is a very chatty student with a couple of his close friends in class. He needs to talk to them so often that as the class is walking a few classrooms down the hall, he is asked 5 times to face the front. He also walks alongside his friend who is about 7 people apart in the line. He will be randomly up out of his seat and standing right next to his friends desk up to 7 times in one lesson. He also spends very little time at his own desk working independently. If a teacher is walking by he will ask them what he should be doing or formulates a question on the spot to try to distract himself from doing the assignment. He sounds more like he wants to find a distraction rather than actually asking for help as he is a very capable young person. He has had a family trauma over a year ago so it's hard to tell how much he is influenced by that to the point that he cannot function appropriately in daily routine and independent work.
O is a student who naturally draws in his classmates with the excitement and enthusiasm he has while doing his work. When he is focusing on his creative work he will exclaim joy and then all his classmates want to come to his desk right away. He also tends to get upset easily by his classmates from all the attention and complains when they do something he doesn't like. He tattles regularly about what other students are doing instead of taking responsibility for his distractions. S and O are close friends yet they also complain that they are not being nice to each other.
Tier 1 Strategies
: I have found that this is very useful for students who have repeated disruptions for attention whether it be negative or positive. So I have ignored behaviors when they are not interfering with learning for other students. It has worked quite successfully. In addition, this worked well when moving one student away from the rug/carpet, and he was seated in a desk a couple rows behind the rug. He was audible to me but not to other students. So ignoring was very effective in that case.
Explain the assignment/directions to student using eye contact and getting down to student’s level
For students that may feel embarrassed, timid, or shy, you may speak in a quiet tone and possibly have the student come up to the teachers desk
Have student repeat the directions to you
Watch the student do the first portion to help problem solve
Check in periodically with the student
Encourage students to ask for clarification or repetition of assignments and directions frequently
I should take the time to calmly look the student in the eye and follow these steps. I also think it's important to have a visual of directions while the student reads them out loud. My director mentioned that there is a step by step process for students to look at on the wall for things like closing their eyes and thinking about what they should do. Or looking for instructions on the board. Or asking a friend. All steps before asking the teacher for help.
Praise when on task
Praise when cooperative and well behaved
For the any-attention seeker, this strategy works well. But for the narcissist, this sometimes makes them so happy to hear that they make a sound to grab attention of their friends (sometimes unintentionally).
1. Be calm and empathetic 2. State the crime 3. Provide consequence 4. Walk away and do not engage in conversation about it 5. Do not give warnings: provide consequence on first negative behavior
I have used steps 1-3 but not 5. I think it's important to go on the first negative behavior as the students have shown numerous times that it's not expected behavior so a warning is not useful if it's out of compulsiveness/impulsiveness. I think I do tend to not engage in conversation when students make excuses or complain. But most of the time, the students are well aware of their actions deeming the consequences. I think for 2nd grade, being empathetic and calm about the logical consequences is very influential for their development and expectations of the world.
Tier 2 Intervention
Non-Verbal Cues & Signals
Meet with student individually to identify with student how you and they should communicate in a special way
Have student, as much as possible, pick the sign to use
Practice with the student and explain when you notice they might need some re-focus, you will show them the sign
Set up a cue with a student for when they would like to participate, volunteer, or when they will be called on to do so or speak or read in front of the class
Use cues like smiles, thumbs up, shaking head “yes”, etc to praise students for correct behaviors, participation, volunteering, etc, or to reassure them and encourage them
Use simple cues like shaking head “no”, raising eyebrows, giving a “one minute” finger signal, etc to redirect students, give directives, etc
The non-verbal cue is appropriate for 2nd grade as they can remember what the sign means and it's a way to privately address the student without interrupting the class or having others notice
Tier 3 Intervention
Behavior Intervention Plan
Use one or more of the “Data Tracking Forms” to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc
Time Out Log
After tracking the behaviors, you may or may not choose to perform a
Functional Behavior assessment,
which takes the behavior data and helps you to analyze it and decide on why the student may be engaging in the behavior
After tracking and analyzing the behaviors function, utilize one of the behavior plan forms below to create a plan as to which specific behaviors you will address and what specific interventions and class supports you will provide to address the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent
Meet with the student, teachers, parent, and support staff to review the behavior plan, giving copies to everyone and having everyone sign the plan
No Effort/Participation BIP
This intervention plan can be effective for 2nd grade to generate and implement a variety of strategies. Since there is no detention at my school, I would change the consequences. There is a very thorough list for the plan that can be agreed upon with the teacher, parents, and student. Every one of the above is active and participating in this plan so it will also provide a support group for the student.