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PBIS Tiered Interventions (Case Study 1: Defiant Student (Current Level of…

- - - - Time Outs may be a viable option for this student if they persist with disruptive behavior. Keeping track of the behaviors leading up to the timeout, as well as the behavior shift afterwards, is great data to keep for the child’s long term behavioral goals
    - - Check-In/Check Out Implementation
      - PBIS Behavior Tracking Form
      - Behavior Referral Form
  - - - Behavior Charts/Behavior Tokens--physical rewards
        (available on chart jungle)
        
        I would use these tracking tools because I regularly track behavior, daily, for all students through my Class Dojo app. Not only does it document the behaviors (positive and negative) for my reference, but also allows parents to see what behaviors students portray in real-time. Behavior charts allow students to see when they are progressing and are also allowed to conceptualize "more vs. less" when using tokens or bucket fillers.
  - - - PBIS Behavior Intervention Tracking Form
        
        Using non-verbal signals or cues to prevent disruptions and further behavior issues can prevent the loss of instructional time. It can also limit the amount of attention given to the student, who sometimes is inflexible with emotions and turns to power struggle for negative attention. The signal may incorporate another strategy where students refer to skills modeled by the teacher, to calm down. For example, students may know that after the cue is given, that they may go to the calming corner or designated activity to do so.
      - non-verbal signals or cues
- - - - When a student is trying to verbally engage you in an argument, initially ignore the comment. If the student continues to ask, use a calm voice to deescalate the exchange. I would use this strategy to prevent more energy and time spent on an unimportant topic during instruction.
      - Ignore;
        Redirect calmly
  - - - When a student continually asks inappropriate questions or repeats questions that you may have ignored, you should remain calm and maintain a cool and collected composure, even if you don’t feel that way inside. When I take students aside to discuss, I must ensure that I follow through with the strategies in Tier 1. I have to be aware of my own body language and tone to alleviate any additional tension and confrontation. Having the student reflect on how their behaviors affect others, what behaviors would make others want to be friends with them, etc. will allow students to channel any distracted energy in a guided manner towards improved behavior goals.
  - - - Counselor Referral; Behavior Meetings; Mentor
      - At the secondary level, students challenge authority for a multitude of reasons: attention-seeking, deflection, self-esteem issues. Accordinhg to PBISWorld.com, “When students are age appropriate and involved in meetings, they tend to take interventions more seriously, feel included, and are held directly responsible from the parties involved.” This is important for students to know that teachers, administration, support staff, and the household are a joint front. Mentoring may also allow students to collaboratively learn to improve behavior by working with others in partners during Tier1 interventions, like social skills lessons.