Poor Peer Relationships- Pre-K 3 This student is the oldest in the class. She is almost an entire year older than the youngest person in the class as her birthday fell just after the cutoff date for pre-k 3. This is important because she is fully reluctant to play with anyone in the class who isn't her version of mature enough; which means she really only plays with one person in the class who is not much younger than her. Often times, other than the one friend, she will not include others who would like to play with her, won't engage with other students during group activities, and will say the rest of the students in the class are "babies" and that's why she will not play with them. In addition, she often has conflicts with the one friend and they say mean things to each other. Their friendship tends to end in defiance toward the teacher as well.

Poor Peer Relationships- Pre-K 3 This student is the oldest in the class. She is almost an entire year older than the youngest person in the class as her birthday fell just after the cutoff date for pre-k 3. This is important because she is fully reluctant to play with anyone in the class who isn't her version of mature enough; which means she really only plays with one person in the class who is not much younger than her. Often times, other than the one friend, she will not include others who would like to play with her, won't engage with other students during group activities, and will say the rest of the students in the class are "babies" and that's why she will not play with them. In addition, she often has conflicts with the one friend and they say mean things to each other. Their friendship tends to end in defiance toward the teacher as well.

Tier 1

Tier 2

Tier 3

Intervention

Data Tracking

Intervention

Data Tracking

Intervention

Data Tracking

Assign a buddy or partner

Move to a new location in the classroom

General Tracking Form

This is a simple, pre-k 3 approved, way to track whether the above interventions are working. After instituting the interventions over a period of time, I can track the behavior for each intervention and see if there has been an improvement. This is not difficult for me in a class of 14 3-year old's and does not add complicated work for the student. The student can easily understand my direction of being in a group with other friends, or taking walks with different partners, or moving to a new spot on the carpet, while I track improvement or lack thereof.

Teach Social Skills

Weekly Scatter Plot

A modified checklist version of this data tracking system would work well for this intervention. It allows to list the behavior and then how often it happens during the day. This is a very simple way to track the behavior for a student in pre-k 3. If the behavior hasn't changed much over a period of time, I can then move to a tier 3 intervention.

Teach Relationship Skills

Antecedent Behavior Consequence Log

At this point and probably before getting to this tier, it is very important to understand the why of the behavior. Students in pre-k 3 have so many reasons why they may act a certain way because they haven't quite learned how to cope with their emotions. This tracking system tracks so many needed things for understanding and fixing behaviors. It asks for the event that led to the behavior, the consequence, and also the students reaction to it.

This intervention works in pre-k 3 for group or partnered situations like going on walks. Where on a normal basis the student would choose her one friend, assigning every one a partner or specific group will help her experience other students.

Self-explanitory, moving the student to a new location on the carpet will help them to engage with other students and keep down disruptions.

Teaching social skills is a part of pre-k 3 curriculum. In this case, some of the things can be increased and individualized for the student. It will improve student interactions, help the student make other friends, and it will teach the student to follow directions.

Teaching the student relationship skills may delve deeper into the negative behavior. This intervention goes a little further and helps the student become cohesive with the class, limit conflicts, and make and keep friends.

Reference

A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System. (n.d.). Retrieved December 2, 2018, from http://www.pbisworld.com/