Positive Behavior Intervention (Jake (Tier Two (Reward system Just giving…
Positive Behavior Intervention
Just giving him positive reinforcement for doing well and working hard. When he sees good comes from working and trying, he will keep working hard.
Not only of his in class tasks, but also for his behaviour. To help and assist him with when he feels like he is not being productive. Give him tools to deal with his behaviour, organize his day and tasks. That he knows exactly what is expected of him, and the reward that goes with completing his tasks.
Student Organization form, to help and track how his organisation is working.
Teach Social skills
Teaching Jake how to act and behave might be crucial to making friends. He is already a year behind so the kids might have a negative view of him. He will need to be taught how to act around the kids in his class. When the other students start accepting him, he will be happier to comply in classroom tasks and activities. He probably likes annoying them, because they don’t lie him.
Self assessment form. A form or a discussion to see how he is doing with his classmates socially.
A written schedule and tools on how to finish tasks. Assign certain tasks for homework and ask his parents to sign as he collected, this will also allow for some interaction with his family and assuring they are involved with his progress.
Parents questionnaire, to see what is working for them at home, and what is working for him at school.
Teach coping skills
This will allow to monitor himself and help him understand how to deviate from his current behaviour when it arises.
Student learning style evaluation. To easily see what is working for him.
In Conjunction, make it clear that he knows what is expected. If you make it clear that if he gives you need from him, he will know exactly what to fulfil. Also send this agreement home, so that his parents know and understand the implication if he isn’t working with you.
Self evaluation sheet. To be seen by student and his parents.
Assign classroom duties
Assigning duties might give him/her a sense of importance. From all the negative attention he might be feeling like a failure. The student has most likely already been told that he isn’t good enough, or made fun of being older/slow/overweight. Giving him purpose will help reshape the way he thinks of himself in the classroom, and give him less time to think about his failures.
Themed behaviour charts
Assign classroom buddy
As in the case, his teacher asked him to assist with math tutoring. Making him feel like he is making a difference. Again a very small step to building self importance.
General tracking form.
Positive note home
Many times a little positivity goes a long way. When a students with low esteem receives positive reinforcement, it helps build relationships at home as well. He might be getting a lot of negative attention due to him being a year late. It’s a way of boosting morale in and out of the classroom. His parents will see that he/she is trying and be more involved.
This is essential. I would probably try to do this in tier one if at all possible. Professional help is crucial for long term success results.
Referral form to specialist.
Daily behaviour form
A written document, to help and assist him. Students sometimes need to see what they do and don’t do. He might benefit to see what he is doing that helps. And what he is doing that isn’t helping.
Teach relaxation skills
As with tier one, he will need constant reminding on how to redirect his behaviour.
specific goals for relaxation and deviation in behavior.
Mentoring & Behavior meetings
When time permits, sit down with him and just have a chat. Point out what he could be doing differently, and what could help with future classes.
Meeting schedule with goals and discussion topics.
Collaboration with student counsellor
Student counselor or professional therapist. I would set up weekly meetings with a professional, to see what is being done and what could be done, to change his behaviour positively.
Specialist referral form
Teach organizational skills
To assist with letting him know what is important for being ready for class. It might help to trigger his brain in knowing now it’s time to work.
Self monitoring assignment sheet
Help and assist him with relaxation skills. He will eventually need to learn how to cope with his restlessness.
As soon as you see his behaviour os deviating from what you need, ask him to stand up/sit down. Just to make a break in his mindset and have him focus again. Maybe play a quick game of teacher says with the whole class.
Behavior charts, to monitor how and if redirecting works for him.
Teach him to set aside his exact tasks for the day, things to do when he feels restless or jumpy. Exercising/relaxation/focus building activities.
Daily diary, with plans set out to help him deviate from detrimental behavior
Have him sit away from the students, but also include him in group projects. But when assigning group work, make sure he understands exactly what is expected from him.
Classroom seating chart.