The Talkative
Unfocused/Inattentive
click to edit
Needs frequent redirection and refocusing
Unable to follow multi-step directions
Frequently looking out the window and around the room
Needs frequent re-stating of instructions
Appears confused, disoriented, or lost
Has difficulty sustaining attention in tasks or play activities
Often doesn’t seem to be listening when spoken to directly
Exhibited Behaviors
Interventions
Tier 2
Tier 1
Tier 3
Break down directions
Student is overwhelmed by multi-step directions. Breaking directions into small pieces allows the student to internalize each step. Asking the student to repeat each direction before proceeding reinforces his comprehension of the task
A behavioral chart is used in this case to track the number of times the students can follow directions versus the number of times he cannot. This allows for the tracking of progress as a result of the intervention
Sensory Tools
The student is provided with Theraputty or another handheld tool. This sensory input that may override other distractions and allow him to pinpoint his attention on the discussion or directions underway.
A Comprehensive Learning Assessment can provide data on how the student processes auditory, visual and kinesthetic information, what barriers inhibit processing, and what potential strategies might support the student to better attend to the flow of the class.
Counselor Referral
Based on the results of the Comprehensive Learning Assessment, an outside intervention may be deemed necessary and beneficial. This may include an official diagnosis of ADD/ADHD and corresponding medical intervention, ongoing counseling to support the student in breaking tasks into steps, and in-class interventions that support the student’s focus
A Weekly Scatter Plot is used to track the student’s level of focus and engagement over the course of each day. This data allows for a clear documentation of what impact the interventions are having, and if there are particular times of the day or types of activities that need further interventions
Intervention
Data Tracking
Intervention
Data Tracking
Intervention
Data Tracking
(The Case of Know-it-All Nancy) February 2010,
http://chronicle.com/blogPost/Disruptive-Student-Behavior/22948/
Interventions
click to edit
Shares excessively and doesn’t allow others to speak
Dominates group conversation
Relies on teacher to regulate talk time
Doesn’t recognize the give-and-take of a group discussion
Exhibited Behaviors
Matt Swanson
Tier 1
Tier 2
Tier 3
Whole Class Intervention
Teach relationship skills lessons for the whole class and reinforce with positive feedback. Develop skills around group discussion and sharing, and normalize how everyone has different strengths and areas for growth. For example: some students are working on sharing their ideas out loud and others are working on listening to the ideas of others.
Tier 1 Intervention Tracking Form
Record my observations for how student is doing with the work of self-monitoring during class discussions, and reassess depending on her progress.
Intervention
Data Tracking
Individual Coaching
Provide relationship and social skills lessons and interventions for the “know-it-all” student. Individual coaching can bring the student’s awareness to the conventions for participating in a group discussion
Complete a Functional Behavior Assessment. This will be helpful before meeting one-on-one with the student to share the pattern and observations I’m noticing. This is the opportunity to get the student on board and strategize what she will work on.
Intervention
Data Tracking
Customize Specific Social Skills Lessons and interventions for the “know-it-all” student.
Self-Monitoring & End-of-day check-ins with student and teacher. The student and teacher collaboratively make a reflection sheet that the student fills out throughout the school day. This helps the student to define specific goals around listening more and talking/sharing less. Weekly email updates are also sent by the student to their parent/guardians.
Intervention
Data Tracking
In both cases, Tier 1 interventions are quite relevant to the broader population at the elementary level, and can therefore benefit the whole class. In the Unfocused/Inattentive case, instruction around breaking down multi step directions can reinforce this difficult skill, even for students who do not have a particular challenge in this area. In the Talkative case, whole class instruction on conversation norms and social skills is critical for facilitating effective and respectful group discussions.
In both cases, Tier 2 interventions shift the focus to the individual students to apply the lessons from Tier 1 to their specific situations. In the Unfocused/Inattentive case, the student is provided with sensory tools to aid in focusing his attention. In the Talkative case, the student receives individual coaching to bring her awareness to the conventions for participating in a group discussion.
In both cases, Tier 1 data tracking is used to monitor the student’s behavior and inform the interventions ahead. Tier 2 data tracking offers an assessment which can corroborate and further inform the Tier 1 data.
The main distinction between the two cases is in Tier 3. In the Unfocused/Inattentive case, since the issue has persisted to this point (despite the interventions of Tier 1 and 2), outside support is necessary. This may include an official diagnosis of ADD/ADHD and corresponding medical intervention, ongoing counseling to support the student in breaking tasks into steps, and outside support to craft in-class interventions that aid the student’s focus. In contrast, the student in Talkative case can be supported through in-class strategies such as Self-Monitoring & End-of-day check-ins, and ongoing reflection on specific goals. The main reason for this distinction is that the Unfocused/Inattentive student is at-risk academically and all resources must be utilized to make sure that he is supported to keep up with the flow of class. The “Talkative” students has very real goals that are important to address, but she is not at risk academically, and can therefore afford to work on her goals on a longer time horizon.
Compare and Contrast