Module 4: Positive Behavior Intervention Supports (Case 1 - Frustration…
Module 4: Positive Behavior Intervention Supports
Case 1 - Frustration and tantrums
Contact parents and suggest a parent meeting. Share the issues of student's behavior with parents and discuss what's been done so far. Discuss plans for the future and ask for parent's suggestion and their support at home.
Daily Positive Tracking Form: This form consists of two targets. I will adjust the target according to the student's goal and keep it simple, such as putting homework right away or counting 10 when feeling frustrated. Share this track form with the parents to let them know of the child's progress and have them join in supporting the targeted behavior at home.
Daily Intervention Data Tracker (excel version) could also be used. This is more complicated but detailed than daily positive tracking form. I can input his daily behavior and interventions into excel. Results using graphs will be accessible and could be shared with the parents.
Improved: continue on with the current procedure or move back to tier 1
Not improved: Proceed to tier 3 or wait for possible improvement over time.
Bring the student closer to my desk, or the front where I can reach out to him quickly.
First I will take the student to a place where there aren't any other students present. Discuss and explain why his behavior is problematic. Share a possible alternative choice he can make besides throwing tantrums or acting out when frustrated. Prepare a simple behavior tracking chart and place it is within his eyesight, so that it will continuously remind him of what he should do.
Themed behavior charts: This particular student has huge interest in video games and animation characters. For younger students, a themed behavior chart will be more visually appealing and motivating for them to pursue their goal.
Improved: continue on with the current procedure. Perhaps give the student a reward, such as a light privilege in class.
Not improved: proceed to tier 2
This is during which I would seek out help from a behavior specialist. District Behavior intervention could be used as well as the Behavior Specialist Referral to communicate with the specialist. With more support and specialist's involvement in class, I hope for the best that the student will improve.
Improved: continue on with the current procedure or de-escalate back to tier 2
Not improved: find other alternative ways to work with the student within tier 3.
Case 2: Jake "low self esteem"
During this tier I will begin a more detailed observation and intervention on the student.
I will use a data tracking form such as the BIP to figure out a pattern of the student's behavior and frequently used words. The excel Behavior Intervention Data Tracker helps the teachers to keep track of the students behavior as well as the interventions on daily basis. There are graphs that could be created for results. The data could be shared with parents and keep them updated with the student's progress.
If it is a particular skill or academic related, I will try to help the student improve that area and create a format that may help the student achieve accomplishment whether it may seem small. Goals should be focused on efforts and completing a task rather than results of assessments.
Improved: go back to tier one or figure out a routine to continue on with what is being done during tier 2.
Not improved: move on to Tier 3 if I detect the behavior is more serious than expected. If it's not improving because of the short time frame, give it some time and see if there are any improvements.
Parents should be involved in supporting the child at home. Parent teacher conference could be arranged and the parents will become more aware of their child's condition and the teacher may also learn more about the situation at home that could be adjusted for the child.
f his self esteem is effecting continuos uncompleted homework assignments, daily assignment logs could be included.
Help the student overcome the fear of making mistakes or failing. When the student makes a mistake take that opportunity to positively accept it and learn from it. Once the student successfully accomplishes the task and doesn't make a mistake, he may start to feel that mistakes are helpful.
I would seek further help from a specialist or a counselor who can step in and support the student's behavior. BIP tracker could be shared amongst parents, the specialists, and the counselors.
Improved: go back to tier 2
Not improved: try other alternatives within tier 3.
I would first attempt to boost his confidence by trying to include him into class activities that I believe are within his capabilities. When he succeeds I will show animated praise and show acknowledgement of his participation. I would give him class jobs and responsibilities that he can manage well and praise him for his efforts and emphasize the importance of trying.
Possible data tracking tool: Simple Behavior Charts would be more achievable than others because it focuses on a single skill and we can adjust the goal to fit the student.
Improved: If he is no longer degrading himself I will continue on with my attempts and consider them successful.
Not improved: move on to Tier 2