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PBIS Case Studies (Ladarius is a very kind and smart 9th grader who is…
PBIS Case Studies
Ladarius is a very kind and smart 9th grader who is struggling academically because he is consistently off-task and doesn't turn in his work. He is frequently out of his seat, asks a lot of obvious questions, talks or distracts others frequently, and constantly makes drumming noises.
Tier 2 Interventions
Reward System:
Rewarding positive behaviors with students can incentivize behavior changes and reinforce progress. They provide immediate feedback and further increase motivation.
Rewards can come in many forms including praise, earning back classroom privileges, etc. They can be agreed upon within the Behavior Contract so that students have a choice and clear expectations.
Behavior Contract:Behavior contracts are a way to promote accountability and self-responsibility. Students acknowledge the behavior they want to change, discuss what they can do differently, and set new behavior goals. The students will develop a behavior contract in collaboration with their teacher and parents that will address staying on task, not distracting others, and how to comply with other classroom procedures.Behavior Contract link
Self-Monitoring: Self-Monitoring can increase a student's self-awareness and promote taking responsibility for their actions. Providing a means to complete independent checks can improve organization and productivity.A teacher can work with a student to discuss which behaviors need to be addressed, how to note their progress, and identify potential triggers. This system empowers the student to take an active role in managing their own behavior intervention.Self Monitoring Form
Tier 1 Interventions
Proximity
Proximity to a teacher can be used to limit behavior problems by letting the student know you are present and aware. Teachers can either increase proximity to individual students by changing their classroom movements or seating arrangements.
Either spending more time closer to a student or moving their seat towards the teacher can help minimize class disruptions. The teacher can intervene faster with verbal or non-verbal cues when the student is off task or distracting others.
Redirection:
Redirections can serve as quick reminders of classroom procedures, expectations, the current task, etc. They can be verbal or non-verbal prompts that keep a student on track and do not disrupt class.
If the student is off task or talking with a peer, a clear and simple redirection can help the student refocus. Redirections should include positive language so that they do not antagonize a student.
Talk to the parent:
Communicating with guardians is important in building trust and rapport. Notifying guardians of classroom disruptions can provide support for the teacher and increase cooperation.
In the call to a guardian, the teacher can inform them of the disruptive behavior, determine whether there is a history of these types of behaviors, and discuss what measures will be taken in the classroom to help the student focus and limit distractions.
Tier 3 Interventions
Behavior Meetings: Anytime a student has moved to Tier 3 interventions it is important to have regular check ins with all involved parties (teachers, students, and guardians) to update behavior tracking data, discuss progress, and/or modify interventions.Actively involving students in the discussion with guardians can keep them engaged in the process and prevent miscommunications. It is important to always address positive progress to keep a student open in the conversation.Behavior and Intervention Tracking Form
Check In Check Out: The Check in Check Out intervention program requires a student to consult with an adult at the beginning and end of each day to update their goals, receive feedback from teachers throughout the day, and get the form signed by a guardian. This type of tracking sheet can increase student structure, help maintain responsible behaviors, and improve daily communication and collaboration. Weekly Check in Check Out Data Form
Social Stories:
Social Stories can work well with students who are easily distracted or those with ADD/ADHD. They can help reinforce class rules and procedures, reduce disorganization, and help students complete work.
The student can create their own check list from their Behavior Contract or Check in Check out form that includes their behavior goals for the class. The student can then write a simple sentence describing the required behavior and why it's important. This can be used as a daily resource to review and set behavior intentions for the class.
Sharod and Daniel are ring leaders in their 10th grade class. They constantly disrupt the class to "flame" (insult) each other or other students. This behavior draws in other students and consistently distracts the class
Tier 1 Interventions
Reflection Sheet:
The reflection sheet is a tool that can be used when a student is exhibiting unacceptable behaviors. Providing time for self-reflection empowers the student to take ownership of their actions.
The student will be asked to complete a reflection sheet where they address how their behavior does not meet the classroom rules or expectations and how their actions may harm another student.
Talk to the parent:
Communicating with guardians is important in building trust and rapport. Notifying guardians of classroom disruptions can provide support for the teacher and increase cooperation.
In the call to a guardian, the teacher can inform them of the disruptive behavior, determine whether there are other contributing factors, and discuss the loss of classroom privileges.
Speak in a calm and neutral tone away from other students:
This projects a position of authority and control and will help model an appropriate tone for the student. It is important to address the student away from their peers so that the student can focus on the teacher and not be embarrassed in front of their peers.
At this time the teacher could discuss how name calling could directly hurt someone's feelings and negatively impact the learning environment.
Tier 2 Interventions
Behavior Contract:Behavior contracts are a way to promote accountability and self-responsibility. Students acknowledge the behavior they want to change, discuss what they can do differently, and set new behavior goals. The students will develop a behavior contract in collaboration with their teacher and parents that will address the use respectful language towards their peers. Behavior Contract link
Mentoring:
Mentors can be a positive source of encouragement and support. A mentor can model the importance of respectful behaviors and motivate the student to adapt similar attitudes.
Connecting the student with someone they respect can create a strong desire to improve their behavior. The mentor can listen and provide guidance on why it is important to value others and show them kindness.
Reward System:
Rewarding positive behaviors with students can incentivize behavior changes and reinforce progress. They provide immediate feedback and further increase motivation.
Rewards can come in many forms including praise, earning back classroom privileges, etc. They can be agreed upon within the Behavior Contract so that students have a choice and clear expectations.
Tier 3 Interventions
Behavior Meetings: Anytime a student has moved to Tier 3 interventions it is important to have regular check ins with all involved parties (teachers, students, and guardians) to update behavior tracking data, discuss progress, and/or modify interventions.Actively involving students in the discussion with guardians can keep them engaged in the process and prevent miscommunications. It is important to always address positive progress to keep a student open in the conversation.Behavior and Intervention Tracking Form
Alternatives to Suspension:
In or out of school suspensions remove students from the classroom and hurt the student academically. Alternatives can be more effective in motivating behavior changes because they don't allow students to avoid work and maintain consistent classroom expectations.
Alternatives can include detention where students are required to reflect on their pattern of behavior, school service where they assist custodial or lunch staff, community service to help build social networks, etc.
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