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Frustration (Data Based Intervention Strategies (Tier 1 (Reflection Sheet,…

- - - - The student is told to go to the reflection center. The teacher explains briefly to the student why they are being sent and what behaviors or rules they were breaking. The student is withdrawn to reflect on his/her behavior and completes the Reflection Sheet, discussing it with the teacher after it is completed. Alternatives to writing may be drawing pictures, talking into a microphone or recording responses. A timer may be used. Link Title
    - - Speak with the individual student alone or teach the entire class the relaxation techniques they will use in class. Assure student that everyone gets stressed/frustrated/worried/ overwhelmed. Teach the student to know when they are stressed, frustrated, worried, overwhelmed, etc. (Some common answers are: clench fists, breathe heavily, cry, and sweat.) Establish where, when, and how students will initiate and carry out a break to relax (establish where in or out of the room students will do it, if there will be one or more choices of relaxation techniques to choose from, how they ask to take a relaxation break, how long they are, how may and which students may do them, etc.) 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.
    - - Speak in calm, neutral tone. Provide the student with two or more choices that you will fully accept, for example, “you can either do your work sitting at your desk or sitting at the table”. Have the student decide in ten seconds, or you will choose for them, for example, “I gave you several choices. If a choice isn’t made within 10 seconds, I will choose for you” (this prevents the choosing process from going on all day). Give choices when rewarding, for example, “Johnny, do you want computer time or a fancy pencil?”
  - - - Decide on the main problem behaviors and put these on the form. Explain the procedure with the students. Check mark the areas they do well that day and draw an overall rate (smiley face/flat face/sad face). Send a copy of the form home for the parent to sign and review with the student daily. Review the student’s daily behavior and marks with them in a productive manner, discussing how they felt they did, why, and what to change or do differently the next day, etc.
    - - Read the instructions and questions on the survey to the student, writing their answers in.Once the survey is complete, simply tally up the results in the scoring section at the end and utilize the results to develop a reward system, behavior plan, etc Link Title
    - - Begin with a Simple Functional Behavior Assessment. If the SFBA does not yield enough data and insight to determine the function of behavior, download and complete the Intensive Functional Behavior Assessment (IFBA). When completing the FBA forms, gather information and data from the student’s records, parents, teachers, and any other staff that work with the student. Link Title
  - - - Get written consent & permission from the student’s legal guardian before proceeding with school counseling services. Counselor referrals may be planned or spontaneous. 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. For spontaneous referrals where an incident happens and the student unexpectedly requires counselor support, send the student down to the counselor with a note briefly explaining what happened, or send the student down and call and explain to the counselor the issue.
    - - Token economy where students earn a token, check mark, sticker, etc for meeting predetermined goals, which they can use to buy or earn a reward after a certain number. Praise for performing expected behaviors. Earning privileges for meeting expectations. Earning free time for meeting expectations. Positive notes sent home for demonstrating good behavior and meeting expectations.
    - - Create a plan as to which specific behaviors you will address and what specific interventions and class supports you will provide to address the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent. Meet with the student, teachers, parent, and support staff to review the behavior plan, giving copies to everyone and having everyone sign the plan. Implement the behavior plan for 2-4 weeks, using a data tracking tool to track progress, and then meet with them again to review progress and make any necessary changes. Regular reviews of the students’ progress and adjustments to the plan should occur about every month. Link Title