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Deborah PBIS (Off-task/Disruptive: Talk to others frequently, distracting…
Deborah PBIS
Off-task/Disruptive: Talk to others frequently, distracting others, etc.
Help student start assignment T1: Use short easy to attain goals that the student can accomplish and move on to the next. Give one task at a time and allow the student to take breaks after completing tasks. This can help the student get started, make progress, and return to work when distracted.
Move to a new location in classroom T1: The student may need to be surrounded by a different peer group or sit independently in a quiet area in order to avoid distractions.
Behavior documentation Data T1 initial documentation of the behavior in order to evaluate the intervention techniques that are working and make changes as needed.
Individual & visual schedules T2: An alternative to a daily planner that can establish routines for the student. Creative design can be more visually appealing and motivating for the student.
Organizational Tools T2: Color coded organizational folders (to do/completed), checklists, and personal calendars that can help the student start working and stay on task.
Learning styles profile & inventory Data T2 In order to better understand the best methods for the student to learn and track the past learning experiences that were effective.
Behavior contract T3: To establish the expectations for the student and to establish accountability for her actions.
Self monitoringT3: Use visual cues, notes to self, and identify triggers to limit distractions and distracting others. This can lead to increased self awareness and impulse control.
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Failing to turn in work
Do unfinished work during unstructured time T1: This method could work for this student because she treasures time to socialize with friends. It may motivate her to get work done in class in order to avoid working during lunch or other unstructured time.
Individual work space T1: Create a personalized comfortable work space for the student that motivates her to stay on task. Dividers could be used between her and other students that she frequently talks with.
Daily positive behavior tracking form DataT1 To emphasize positive behavior, express gratitude to the student, and praise her when she is on task and making progress on assignments. This can motivate the student instead of focusing on the lack of work that she has accomplished.
Response to intervention (RTI) T2: To gauge whether the student needs additional help in an academic area, apply intervention, and test to see if it works. This may be the underlying reason for why the student is not submitting assignments.
Check in Check Out (CICO)T2: Use a goal sheet and try to motivate the student to accomplish work and get the sheet signed by fellow teachers and her parents. This can increase motivation and accountability of the student.
Weekly Check in Check out Data T2 To track the effectiveness of Check in Check out, and to adjust and compliment this intervention technique as needed.
Mentoring T3: An adult mentor to help coach and motivate the student. The mentor should listen to the student and empathize with her to allow for support and personal growth.
Counselor referral T3: To give the student someone to talk to who will listen and make suggestions to her. Healthy dialogue with a certified professional can help the student identify her needs and interests in academics.
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