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Defiant (Tier 1 Interventions - 2 Month (Tier 2 Interventions (Behavior…
Defiant
Tier 1 Interventions - 2 Month
Tier 2 Interventions
Behavior Contract
Behavior Intervention Plan (BIP)
Mentoring
At this phase a behavioral contract is used to hold student accountable and provide structure and routine to promote self accountability.Behavioral intervention plan provides intense monitoring and interventions, while mentoring is an additional support to help guide the student and ensure the student feels he is supported.
Tier 3 Interventions
Check In Check Out (CICO)
Collaboration With Student’s Physician And/Or Mental Health Provider
Teach Conflict Resolution Skills
Continue previous interventions and use of a behavior specialist referral form. Promote a more mature standard of conflict resolutions with CFS training and promote regular check in with mentor daily to promote behavioral goal attainment.
Utilize "DAILY POSITIVE BEHAVIOR TRACKING FORM" for tracking and implement clear and predictable consequences. Plan is developed around reinforcing desired behavior with positive praise interventions and acknowledging positive behavior.
Positive Praise
Studies indicate a 5:1 ratio, or, 5 confirmations, praise and approvals for every 1 criticism or disparagement.
Give praises even more frequently to problem students.
When a student is seen behaving appropriately, paying attention, being on task, prepared for work, sitting quietly, being kind to others, etc, make a remark to the student about how happy or proud you are to see what they are doing appropriately.
When giving praise, it is essential that you display a positive affect or demeanor while doing so.
Clear, Consistent, And Predictable Consequences
Always deliver consequences with a neutral and flat emotional state and tone, remaining calm and collected and avoiding matching the potentially escalated state of the student
Be brief, succinct, to the point, and avoid lecturing when giving consequences
Deliver the consequence, expectation, etc, and then walk away
Give a consequence for the behavior every time it happens and avoid partiality
Always give the same consequence or group of consequences for the same behaviors
Acknowledging Positive Behavior
Praise, according to research, should be given in a ratio of at least 4 praises to 1 criticism
When students display positive or productive behaviors, actions, skills, characteristics, etc, or appear to need some encouragement, etc, verbally praise the student and/or give them a high-five, pat on the back, clap, exclamation, cheer, hop, etc
Praise can be done either quietly or if the student is motivated by peer approval, can be done in front of the class
Praise can be verbal or physical (like pat on the back, fist pump, head nod, hop, jump, etc)
Tardiness
Tier 1 Interventions - 2 Month
Logical Consequences
First, be calm and be empathetic to student (without being condescending): “This is sad for you…
Second, state the crime: “Due to you not doing your work while we were doing it together…
Third, provide consequence “You will be finishing it during recess” (consequence should be reasonable, matching the severity of the offense or behavior)
Walk away. Don’t engage in a conversation about it.
DO NOT GIVE WARNINGS. Provide a consequence upon first negative behavior
Call Parent Or Note Home
Use a calm neutral tone with parents to avoid arguments, blame games, and power struggles
Describe the behavior clearly and with detail
Explain what you have already tried to address the behavior
Do not dwell on blaming the parent for the child’s behaviors, rather focus on solutions, whether on the child’s part of the parent’s
Ask the parent for their input and ideas to get them involved
Assign A Buddy Or Partner
Chose a buddy or partner that will serve as a good role model
Talk in private with the student that will serve as the role model about what you would like them to do and why you are partnering them up
Talk in private with the student who needs the partner or buddy, explaining that they will be partnered up with another student and why
Speak with the two students together and explain the purpose of putting them together and what your expectations are
Acknowledging Positive Behavior
Studies indicate a 5:1 ratio, or, 5 confirmations, praise and approvals for every 1 criticism or disparagement.
Give praises even more frequently to problem students.
When a student is seen behaving appropriately, paying attention, being on task, prepared for work, sitting quietly, being kind to others, etc, make a remark to the student about how happy or proud you are to see what they are doing appropriately. You could also say to the student, “Good Job”, “I like what you are doing”, “You are doing
__
so well!”, etc.
IMPORTANT! When giving praise, it is essential that you display a positive affect or demeanor while doing so. Express excitement and that you are pleased. This will increase the effectiveness of the technique.
Tier 2 Interventions
Alternatives To Suspension
Peer Tutoring
Organizational Tools
The three tools are utilized to help the student manage his tardiness while being supported through peers and being offered additional time to catch up on material.
Tier 3 Interventions
Check In Check Out (CICO)
Individual & Visual Schedules
Self Monitoring
Continue with previous tracking methods and with support for more self monitoring. Scheduling interventions should stand as promoting expectation of routines and provide student with organization.
Tier 1 interventions utilize the T1 Intervention General Tracking Form. Call to parents and notes should remain collaborative in nature attempting to build a common stream of communication.
Managing Behavior Case Studies