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Case Study Using P.B.I.S ( Age group: Kindergarten) (Compare and…

- - - - Positive Praise
        
        Why:
        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:
        I would like to praise Tracy frequently. When Tracy displays positive or productive behaviors, actions, or appear to need some encouragement, I will verbally praise her/ give them a high-five, pat on the back, clap.
      - Touch Student On Shoulder
        
        Why:
        It’s a quick and easy way to redirect off task students and increases student attention and focus , without disrupt the instruction.
        This effective non-verbal cue can help break and reset a student’s cycle of thinking or dysfunctional coping/processing.
        
        When:
        When Tracy is off task, inattentive, misbehaving, talking, misbehaving, goofing around, staring, inattentive, etc, I will walk by the student and tap them on the should, arm, or hand to get their attention.
      - Redirection &Frequent Eye Contact
        
        Why:
        It's a subtle way to address behaviors and students without drawing a lot of attention. Redirection can also be non-verbal, such as eye contact or proximity control
        The teacher provides off task, disruptive, inattentive, and other students with a non-verbal cue to stop what they are doing and get back on task.
        
        When:
        I will proximity to Tracy when she is off task or inattentive. Simply provide Tracy with a quick reminder of what she should be doing, where she should be, what the expectations are, the class rules, routines, etc.
    - - Daily Behavior Form
        
        Why:
        If the interventions before have failed, I will improve and establish daily home-school communication and collaboration to improves student behavior.
        Provides students with more one on one help, support, and intervention
        Holds students accountable on a daily basis
        
        How:
        I will use a daily behavior form to examine Tracy’s daily performance.
        Send a copy of the form home for the parent to sign and review with the student, either daily or weekly.
        Review the Tracy's daily behavior and marks with him in a productive manner, discussing how he felt, he did, why, and what to change or do differently the next day, etc.
        I will rate Daniel's performance each day, and give the weekly report to Daniel and send to his parents.
      - Reward System
        
        Why:
        Provides students with positive feedback.
        Students respond to positive reinforcement best.
        Helps reinforce positive behaviors and expectations
        
        How:
        Earning free time for meeting expectations. Positive notes sent home for demonstrating good behavior and meeting expectations.
        Small items as rewards for following rules and procedures, including stickers, erasers, trinkets, pencils, crayons, snacks, drinks, books, candy, etc
- - - - When:
        I will take a break When Daniel
        is engaged in conflict,
        has argument with others,
        is beginning to be argumentative or refusing to follow a directive.
  - - - When:
        I will use Card Flip& Take away privileges
        When Daniel exhibits behavior problems, does not follow directives, is disruptive, does not finish work on time,
        When students bully or pick on others,
        When students talk back or are disrespectful.
  - - - When: I will praise Daniel
        when he cooperative and well behaved,
        when there occurs good attitude involvement.
        This can help Daniel to boosts confidence, self-concept and self-engagement.
- - - - How:
        I will use a daily behavior form to examine Daniel’s daily performance.
        Send a copy of the form home for the parent to sign and review with the student, either daily or weekly.
        Review the Daniel's daily behavior and marks with him in a productive manner, discussing how he felt, he did, why, and what to change or do differently the next day, etc.
        I will rate Daniel's performance each day, and give the weekly report to Daniel and send to his parents.
  - - - How:
        Parents try to provide monitor and feedback on the report of daily basis to the teacher, helping Daniel to correct.
        I will Increases structure, improves motivation, incentive, and reward for Daniel to improves his accountability.