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PBIS - Hyperactivity (Break down the activity (When? When a student shows…
PBIS - Hyperactivity
Break down the activity
When? When a student shows signs of being overwhelmed, anxious, unfocused, disorganized, lost, unmotivated, etc.
Why? Provides student with small, frequent, attainable goals
How? Allow a break after student completes a portion of the work
Behavior Intervention Plan
When?When students demonstrate significant emotional difficulties that interfere with learning and/or others, including frustration, anxiety, depression, fear, etc
Why? Provides more intensive intervention and monitoring
How to do it? Use one or more of the “Data Tracking Forms” to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc
Individual work space
WHY?Helps students with poor attention and focus
When? When students are off task, talking out of turn, making noises, drawing attention to themselves, etc
How? Consider moving the student’s desk near the teacher
Structured routines
Why? Provides students with predictability decreasing anxiety, frustration, and worry
When? a student gets off task easily, is easily frustrated, or is anxious about the school day
How to do it? You can write your schedule on the board daily, crossing off events as they occur
Behavior Contract
Why?Holds students accountable
When? When students consistently fail to compete daily class/school requirements (work, behavior expectations, peer interactions, lunch, etc)
How to do it? Decide on the main problem behaviors and put these on the chart
Reward System
why? Provides students with positive feedback
When? When students demonstrate low and persistent motivation, effort, and interest
How to do it?Small items as rewards for following rules and procedures, including stickers, erasers, trinkets, pencils, crayons, snacks, drinks, books, candy, etc
Counselor Referral
When? When a student’s needs are greater than those the teacher can provide in the classroom setting
How to do it? For planned referrals, have the student set up a day or days and times to meet with the counselor ahead of time and provide the student with reminders
Why?Provides students with more one on one help, support, and intervention
Daily Behavior Form
How to do it?Utilize a daily behavior form, chart, or report card
Decide on the main problem behaviors and put these on the chart
When?When students exhibit persistent emotional difficulties, like frustration, anxiety, etc.
Why?Provides structure, routine, consistency, and organization
Promotes self responsibility
Teach Social Skills
Why?
Many students lack basic social skills
When? When students exhibit poor social routines, like taking turns, sharing, waiting in line, shaking hands, poor eye contact, etc
How to do it?In the realm of social skills, there is a broad range of skills and topics, as well as a good deal of overlap with other skills, like interpersonal skills, coping skills, etc
TIER 1
TIER 2
Tier 3
data tracking for tier
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Data tracking for tier
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Data tracking for tier
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