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Jake: self-labeling as a failure (Tier 1: This is for all students in the…
Jake: self-labeling as a failure
Tier 1: This is for all students in the school
Model appropriate language
Praise student frequently. This can be done in front of the whole class or even privately
reassurance
Make a note each time you catch the student being self deprecating
Encourage interaction with a more self confident student
Tier 2: small percentage that need targeted interventions. At this stage a phone call or meeting with the parents is warranted.
Check in - check out (CICO) Mentor can use PBIS tracking form to record data.
Self monitoring
Analyze data.
Reward system
Tier 3: For students who need additional support over and above tier 2. Students who exhibit problem behavior that is frequent, highly disruptive, dangerous, hinders their learning, or excludes them socially and/or academically should be considered for tier three support. Must be in contact with parents and some of the strategies may need consent before initiating.
Counselor referral
Functional Behavior Assessment (FBA)
Teach coping skills
Compare and Contrast
Similarities
Both interventions use a tiered approach
Both interventions rely on gathering and assessing data (initially this is done by the class or homeroom teacher during tier 1. This will change according to the intervention needed as student behavior regresses toward tier 2 or 3)
Both interventions require communication with parents (Intervention success is far more successful with the support of parents reinforcing behaviors at home)
Once reaching tier 3, both interventions require a Functional Behavior Analysis (FBA) to be conducted in order to determine why the student turns to problem behavior
Both use a reward system in tier 2
Neither behaviors are conducive to academic achievement, nor are accepted in my classroom
Differences
Jake will probably only need the support of tier 1 or maybe tier 2 to make suitable adjustments to his behavior, whereas Taylor will most likely continue to struggle even with the support of tier 3 interventions.
I recommended Jake to speak with a mentor through the CICO in the tier 2 intervention plan, because I felt that this could provide some positiveness to start the day and help to reflect on things that went well at the end of each day. Taylor on the other hand is fully aware of his actions and chooses to act in such a manner. He receives more one on one support in the third tier, but this is in a slightly more negative situation (although we try and deal with students in a positive manner).
While Jake's self deprecating nature can rub off on the other students in the long run if not managed, Taylor's behavior has an immediate effect on hims own and others academic achievements every time he pulls others off task.
I believe the strategies that I have chosen to use for the 2 separate intervention plans are relevant and age appropriate for upper elementary students in the above case studies (that can be found in the following web page:
https://classroomcaboodle.com/teacher-resource/classroom-discipline-case-studies/
). In tier 1 the students receive support through general school wide policies and the teacher tries not to single the individuals out. A good example pf this is when the teacher rearranges the seating plan. He does not simply move one of the children to in front of his desk, instead he changes the whole class seating plan and in this way brings the student, with behavior issues, within reach of greater teacher influence. In tier 2, the behavior interventions become more focused and I have included strategies where the students will reflect on their own behavior (i.e. self monitoring & behavior contracts). In upper elementary this would be the first time such strategies would be introduced as the students are better able to comprehend the consequences of their actions. In tier 3
Taylor: pulling others off task
Tier 1: This is for all students in the school
Do unfinished work during recess (Must be careful to still allow time for student to burn off excess energy; however, student still needs to understand that actions have consequences
Engage students
Re-arrange seating (Taylor brought closer to teacher's desk)
Office Referal
Record number of off task behaviors in 1 day
Tier 2: small percentage that need targeted interventions. At this stage a phone call or meeting with the parents is warranted.
Non-verbal cues and signals
Behavior Contract
Structured breaks
Reward system
Record incidents on a weekly scatterplot and use behavior review form to track progress over an extended period of time
Tier 3: For students who need additional support over and above tier 2. Students who exhibit problem behavior that is frequent, highly disruptive, dangerous, hinders their learning, or excludes them socially and/or academically should be considered for tier three support. Must be in contact with parents and some of the strategies may need consent before initiating.
Daily behavior form
Functional Behavior Assessment (FBA)
Forced choice reinforcement survey
Behavior Intervention Plan (BIP)