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Module 4 Unit 4 Activity 3 Positive Behaviour Intervention Support (Case…

- - - - Assign a classroom job to teach the students responsibility and to build self-confidence, the importance of the job and of their participation (Newingham, B. Ideas for Classroom Jobs. Retrieved from http://www.scholastic.com/teachers/lesson-plan/ideas-classroom-jobs)
      - Redirect the students providing a quick reminder of what they should be doing, where they should be, what the expectations are, to get better results in a shorter period of time and to minimize distraction and misbehavior. Be clear and concise, don't use more than one-two sentences (Cole, R. Strategies for Redirecting Child Behavior. Retrieved from: http://www.ehow.com/way_5244941_strategies-redirecting-child-behavior.html)
    - - Having the student poor attention, focus, and impulse control sit down with him and develop a self-monitoring process (with a checklist or a chart) to promote independent, on task and responsible behaviors
        and to increases productivity.
        Include visual cues, like pictures, gestures to remind to address the correct behavior without interrupting the lesson.
        (Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., Hughes, C., Education and Training in Developmental Disabilities, 2005, 40(1), 3-13, Division on Developmental Disabilities. Using Self-Monitoring To Increase Following-Direction Skills Of Students With Moderate To Severe Disabilities In General Education. Retrieved from http://www.beachcenter.org/Research%5CFullArticles%5CPDF%5CAGC7_Using_self_monitoring.pdf)
      - Since the student has attention, focus, and impulsivity issues
        and has very poor organization, develop a Check In Check Out (CICO) system to provides feedback and adult support on a daily basis and to improve daily home/school communication and collaboration. In this way, the student gets personally involved and takes responsibility for his own issues.
        (Crone, D. A., Hawken, L. S., Horner, R. H., (2010). Responding to Problem Behavior in Schools, Second Edition: The Behavior Education Program. Retrieved from: http://www.guilford.com/cgi-bin/cartscript.cgi?page=pr/crone2.htm&dir=edu/PIS_series)
    - - Develop a behavior intervention plan (BIP) to increase support around student
        and to provide an individualized plan for improvement using a task tracking sheet (Retrieved from https://www.teacherspayteachers.com/Product/Daily-Behavior-Chart-1139048) and a reward system where if on task for a lesson he receives a star, after 6 stars in a day (if 6 periods in the day schedule) receives a postcard of praise at home. If no stars in a day no group work allowed because he has to catch up with missing work.
      - Give the student organizational tools to improve work completion and increase the structure of the work and time management. Examples of tools are checklists,
        daily schedules and organizational folders with a “to do” and “done” (Pleasant Valley Community School District. Organizational Tools (for Students). Retrieved from: http://www.pleasval.k12.ia.us/studyskills/studentorganization2.htm)
- - - - Speak in a calm and neutral tone and avoid power struggles to breaks the cycle of escalation, tension, intensity and to
        reduces the likelihood of further physical, verbal, and other conflicts Offer several choices, give a timeline to decide within, and walk away
        State expectations and consequences, tell the student the choice is theirs, and walk away.(http://www.pbisworld.com/tier-1/avoid-power-struggles/)
      - Clear, consistent, and predictable consequences to establish clear boundaries
        and to reduce students’ anxiety about expectations and help them remaining within the class and school (http://www.pbisworld.com/tier-1/clear-consistent-predictable-consequences/)
      - Individual workspace to help students with poor attention and focus minimizing distractions.
        Students with behavior problems can be more easily managed.
        Use books or dividers to create a separate, individual workspace.
        Allow using headphones to concentrate on the work.(http://www.pbisworld.com/tier-1/individual-work-space/)
    - - Teach the students in class about conflict resolution skills that will enable students to be more independent and highly functioning, promoting maturity, self confidence and reducing disruptions.
        Conflict resolution skills should be taught and revisited on a regular basis and should include role playing to practice the skills.
        When students fail to use the taught skills, have them reflect on how they could have handled the situation or conflict and role play it with them.
        (Greene, R. W., Lives In The Balance. Retrieved from: http://www.livesinthebalance.org/)
        (Watson, S. Behavior Think Sheets. Retrieved from: http://specialed.about.com/library/problemsolving2.pdf).
      - Teach relaxation techniques: it's important because Improves student focus and attention
        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
        When you see a student becoming frustrated
        When a student is involved in a mild confrontation with another student
        When student has a lot of work to do
        Practical relaxation techniques for students:
        (http://www.pbisworld.com/tier-2/teach-relaxation-techniques/)
        
        Practical relaxation techniques for students:
        
        Deep Breathing
        
        Count to 10
        
        Write in a journal
        
        Draw
        
        Color
        
        Scribble
        
        Read
        
        Visualization
        
        Listen to music or nature sounds
        
        Take a break
    - - Teach directly the student about conflict resolution skills that will enable students to be more independent and highly functioning, promoting maturity, self-confidence and reducing disruptions.
        Conflict resolution skills should be taught and revisited on a regular basis and should include role-playing to practice the skills.
        (Greene, R. W., Lives In The Balance. Retrieved from: http://www.livesinthebalance.org/)
        (Watson, S. Behavior Think Sheets. Retrieved from: http://specialed.about.com/library/problemsolving2.pdf)
      - Time Out (Structured Time Out): it's an effective method to address behaviors and to decrease the time spent dealing with problematic student behaviors.
        Provides student with a consistent and predictable consequence that is structured and has a defined procedure.(http://www.pbisworld.com/tier-3/time-out-structured-time-out/)
        
        Depending on the student you may want to choose a class or a out of class time out, with a log for data tracking (Wayne RESA Guidelines for Behavior Assessment, Wayne RESA Time Out Log – APPENDIX: FORMS. (2008)., pg. 19. Time Out Log. Retrieved from: http://www.resa.net/downloads/positive_behavior/time_out.doc)
        
        Choose a specific spot in the classroom and always use that same spot
        
        Give a set time with a stop wactch or a song or something decided by the student
        
        Provide rules for taking a time out, like no talking, bothering others, standing, making noises, what happens if they cannot appropriately complete a time out, etc
        
        Explain to the student what they will receive a time out for
        
        Have a think sheet to be completed at the end of the time out
      - Teach Social Skills: this helps the student to improve daily social functioning, to
        make friends and teaches him to follow rules, expectations, procedures. The result is that
        self-confidence and self-esteem increase.
        (Social Skills For Middle School. Retrieved from http://www.cccoe.net/social/skillslist.htm) )
        A useful tool is the book: "Building Social Skills
        through ACTIVITIES" by Danny W.Pettry with activities and games. (http://www.theworksheets.com/ciew.php?url=http://dannypettry.com/ebook_social_skills.pdf)