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Module 4 Unit 4 Activity 3 Positive Behavior Intervention Supports (PBIS)…

- - - - Giving him special tasks will encourage him and make him feel he has beneficial traits.
    - - Classroom misbehavior can reduce time on task and student learning. This intervention can help reinforce positive behaviors.
    - - Students are apt to work for something they want, because he needs outward motivation, it helps keep him engaged and encouraged, it provides visual and tangible indicators of progress, success, behavior, performance and it gives students goals and milestones to work toward for.
    - - Improves students performance, participation, attention, and focus; Improves student/teacher rapport; Encourages students to become more involved; Increase volunteering and participation; Improves students’ self confidence and self esteem; Improves attending behaviors;
  - - - Provides a student with a personal connection and buy-in; Helps student to feel like someone “has their back”; Increases student morale; Source of accountability, encouragement, support, and advocacy
    - - Creates a safer and less embarrassing and intimidating setting and climate for students to ask questions, express misunderstandings, etc; Allows students more opportunities for assistance; Provides frequent and constant redirection and refocusing; Provides quicker feedback and attention; Helps students to get to know other students and make friends and trusted relationships; Increases student trust and rapport
    - - Creates incentive; Students respond to positive reinforcement best; Improves behavior and academics; Provides a visual concrete reason for students to work toward behavioral and academic goals
  - - - The Praise Game should be played for the whole class period. Ideally, you should play the Praise Game every day to promote consistency with your students.
        
        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.
- - - - A student will take your lead in the way you speak and behave; Reduces aggressive behavior and lashing out; Increase likelihood of coming to a resolution; Prevents students from causing a “scene” and gaining the attention of others
    - - Provides encouragement; Boosts confidence, self-concept, and self-esteem; is uplifting; Builds rapport and trust; Increases students’ desire and drive to please and succeed; Helps students to push through difficulty, barriers, blocks, etc
    - - To address a student without an “audience” watching; To help a child “save face” with peers due to being emotional, out of control, etc; To protect students’ safety; Avoids exposing other students to behaviors, emotional reactions, etc, of the student being removed; Reduces stress on other students
    - - Students can get overwhelmed easily; Many students want to be successful but haven’t yet developed all the skills which can lead to anxiety/frustration; Provides an easy and quick break in place; Quiet and non-disruptive; Produces relaxed state of being; Is calming; Increases oxygen to the brain, muscles, and body, which improves thinking, reaction time, and decision making
    - - Provides students a way to manage their own feelings and emotions; Increases instructional time when students can calm themselves and utilize coping skills, like relaxation; Helps refocus and refresh students; Has positive physiological benefits, like improved blood flow, oxygen levels, and endorphin levels, as well as decreased cortisol or “stress hormone” levels
  - - - Sometimes implementing more stringent and structured classroom management strategies can help address difficult groups of students, while still benefitting even the students that do not need the extra support; Helps address individual and groups of students that present more significant behavioral, academic, and other issues; Decreases wasted time due to student’s wandering, not knowing what to do, getting up to get supplies, etc
    - - Improves students’ independence; Decreases the time it takes to deal with students’ crises, issues, meltdowns, etc; Provides students a good life long skills; improves behavior
    - - Provides students with more one on one help, support, and intervention; Holds students accountable on a daily basis; Provides structure, routine, consistency, and organization; Promotes self responsibility; Improves school/home communication
  - - - Provides constant, updated, and relevant information for managing behaviors in school and at home; Helps provide valuable data and information on updating behavior plans, functional behavior assessments, and other behavior modifications and interventions; Forces disengaged and inactive parents into the behavior planning and intervention process and helps make parents more responsible for addressing the student’s behavior(s), including following through with consequences and rewards
    - - Provides valuable outside perspective, ideas, strategies, understanding, interventions, etc; Provides additional support for school staff; Injects knowledge and information from an additional professional discipline; Provides increased consistency between home and school