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The Disrespecter (Tier 1 (Tier 2 (Daily Behaviour Form (Utilise a daily…

- - - - Time Out (Structured Time Out)
        
        In-Class Time Out:
        
        Put a chair or desk in the spotExplain to the student what they will receive a time out for
        
        Keep a log of timeouts for data tracking and analysis
        
        Choose a specific spot in the classroom and always use that same spot
        
        Out Of Class Time Out:
        
        Provide some kind of timer or way to measure the time in time out
        
        Have the student practice taking a time out before implementing the strategy
        
        Provide rules for taking a time out, like no talking, bothering others, standing, making noises, what happens if they cannot appropriately complete a time out, etc
        
        In-class and out of class time outs may be utilised as a progressive discipline system, where the student first receives an in-class time out for a brief period, then on the next offence, they receive a longer out of class time out
      - Behavior Intervention Plan (BIP)
        
        Use a Data Tracking Form to track information on the student’s behaviours, like frequency, degree, time, patterns, etc
        
        Regular reviews of the students progress and adjustments to the plan should occur about every month
        
        Implement the behaviour plan for 2-4 weeks, using a data tracking tool, and then meet with the team again to review progress and make any necessary changes
        
        Meet with the student, teachers, parent, and support staff to review the behaviour plan, giving copies to everyone and having everyone sign the plan
    - - Utilise a daily behaviour form, chart, or report card
      - Decide on the main problem behaviours and put these on the chart
      - Rate the student for each period, hour, etc in the areas you decide to put on the form or chart
      - Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly
    - - Keep the student with one mentor, don’t switch around
      - Mentors should not set out to “fix” the student and all the student’s issues
      - Mentors should be voluntary
      - Mentors should be supportive, encouraging, and engaged
- - - - Self Monitoring
        
        Checklists and charts may be used by students to keep track of their behaviors
        
        Student may create notes to themselves
        
        Student may create notes to themselves
        
        Students may look for triggers that cause the behaviours, avoiding these triggers or being aware they are present
      - Reward System
        
        Praise for performing expected behaviours
        
        Earning privileges for meeting expectations
        
        Earning free time for meeting expectations
        
        Positive notes sent home for demonstrating good behaviour and meeting expectations
    - - Meet with student individually to identify with student how you and they should communicate in a special way
      - Have student, as much as possible, pick the sign to use
      - Practice with the student and explain when you notice they might need some re-focus, you will show them the sign
      - Use simple cues like shaking head “no”, raising eyebrows, giving a “one minute” finger signal, etc to redirect students, give directives, etc
    - - Utilise a daily behaviour form, chart, or report card
      - Decide on the main problem behaviours and put these on the chart
      - Explain the procedure with the student
      - Rate the student for each period, hour, etc in the areas you decide to put on the form or chart