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Jason PBIS (Tier 1 intervention (Tier 2 intervention (Tier 3…
Jason PBIS
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Impulsive: Fidgety, disruptive, hits classmates, etc.
Structured routines T1: For example use short lists that the student can follow and cross off each activity as he finishes them. This can provide simple order to the assignments which the student can follow at his own pace.
Daily planner T1: To help the student get organized and plan the work he needs to get done. The planner can be checked by teachers, team members, and parents to help the student stay on track.
Hand raising tracking form To understand when the student becomes impulsive and predict and prevent this behavior through alternate interventions.
Non verbal cues & signals T2: This allows the teacher to meet with the student and come up with non verbal gestures that the can help communicate praise or to redirect students. The gesture can be as simple as raising a thumb or an eyebrow but can be effective if the student is on board with the plan.
Structured breaks T2: Set up a safe space where the student can set a timer and take a 5 minute break when cued to do so. This may be just what the student needs to redirect their attention to school work without acting out.
Learning Styles Survey T2 Data: This survey can be used to better understand how the student learns best. The learning style that best suits the student can be used by the teacher to accommodate the student's needs and reduce impulsive behavior.
Self-monitoring T3: The student can learn what triggers him and create visual or other cues that he can use to remember the impulsive behavior he is trying to change. Charts, graphs, and evaluations can be used by the student to document progress.
Teach relaxation skills T3: Different techniques can be taught to the student such as counting to ten, mindfulness meditation, writing or drawing in journal, etc. This can be used along with scheduled breaks or separately through the student's imagination at their desk.
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Unfocused/Inattentive: Off task, often distracted, confused, etc.
Call on student frequently T1: To engage the student in classroom activities, reinforcing active participation through asking the student for his insights and opinions. This can also generate increased student motivation since the teacher is expressing interest in the student's reflection.
Move to a new location in classroom T1: A change of seating to an area where there are students who are fully engaged in classroom activities could bolster the participation and attention of the student.
Daily positive behavior tracking form T1 Data To track moments when the student was attentive during class or demonstrated learning skills and behaviors that were engaged in the course material. This can help reinforce this behavior in the classroom instead of focusing on the negative behavior.
Behavior contract T2: This method could be used to help the student commit to new learning techniques in class. It could also help the student realize what behaviors need to change and allow him to help come up with a plan that he can agree to try.
Response to Intervention (RTI) T2: Academic intervention to see if the student is unfocused because he does not understand the subject material. Along with the intervention that could include additional tutoring, the student is tested to see if his comprehension of the material is the root cause of his lack of focus.
Behavior Specialist Referral Form T2 Data To request help from trained team members who have experience working with students who are less focused in class. These specialists can provide insights that will lead to more successful intervention with the student.
Behavior meetings T3: Integrating a team including the student, parents, counselors, teachers, and school personnel who can help the student change his behavior and stay on track. The student may open up and reveal what is going on with him, which could lead to a new plan to change the behavior.
Mentoring T3: Using adults and peers to coach the student to improve study habits and classroom behaviors could increase motivation and lead to more focused learning in the subject area. This could also help the student have healthier interaction with his fellow students by learning how to interact in a way that is supportive to collaborative learning.
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