Positive Behavior Intervention supports

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Tier 2

Continue to show Defiance

Continue to show Tantrums/ Out of Control

Tier 1

Defiant

Tantrums/ Out of Control

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Tier 3

Defiant

Tantrums/ Out of Control

Speak to student about problem

Speak to student about behavior expectations

Teacher makes the plan with student involvement and monitor behavior

Speak to student about problem

Places of incidents

Cause of behavior

a. When ask to follow directions

b. lack of social skills

c. Following rules and procedures

any group setting

classroom

in gym for P.E/ Recess

Cause of behavior

Places of incidents

a. anxiety

b. negative attention

c. lack of structure

in any group setting

b. collaboration time

c. classroom

Collaboration time

d. recess/ PE

  1. Acknowledge positive behavior
  1. Avoid power struggles
  1. Clear and concise directions
  1. Give choices
  1. More structured routine
  1. Teach self-regulation skills

Pre-determined Consequences

  1. Remove student from the activity until calm down
  1. Clear, consistent and predictable consequences
  1. Remove from room in case of frequent class distraction
  1. Logical consequences
  1. Remove from group setting
  1. Calm and neutral tone
  1. Remove from room

Report behavior to Parents

Reflection sheet and note to parents as parents sometimes have information about how to manage their child's behavior.

Move to Tier 2 Intervention if behavior persists without any improvement after 4 weeks.

Reteach behavior expectations

  1. Additional visuals of expected behavior in the form of social skill books created at school and read frequently at home and at school.
  1. Small groups that provide an opportunity for at-risk students to establish connections with
    peers with adult supervision and coaching.
  1. Improved relationships between student-teacher, parent-child and teacher-parent.

It is important to give students ample opportunities to promote positive change.

Consequences

Create and reinforce an atmosphere of “we” instead of “us and them” through active listening and proactive plans. Establish a home-school plan of how to use positive social reinforcements such as hugs, time together and encouragement for student success.

Do not initiate tangible incentives such as token economies. These rewards will undermine the long-term goal of permanent behavioral change in exchange for short-term reductions.

behavior invention plan

Safety - learning how to self regulate behavior by removing child from the unsafe situation and taking to safe place to calm down.

Safety - learning how to self regulate behavior by removing child from the unsafe situation and taking to safe place to calm down.

Connection - with peers and teachers. It can be achieved with allowing collaboration with the students whom he is comfortable with.

Problem - solving - learning one or more executive skills by modeling skills like deep breathing, stress balls, coloring, or other choices.

Problem - solving - learning one or more executive skills by modeling skills like deep breathing, stress balls, coloring, or other choices.

Give some choices to make him feel that he is in charge of himself and he has power of his decisions like in safe place he can choose from selected activities to calm down.

for defiance ---------->

Appoint a role buddy which the child can follow for good. The buddy should be a child who shares interests with this child.

<-----------for tantrums

Move to Tier 3 intervention if the behavior isn't improved after 4 weeks.

Usually for this little age group the behavior is solves with Tier 2 intervention.

For invention, I chose two students from the same classroom. One child is 5 and the other is 4. I have been to their class for 2 months as an assistant teacher but one of them will be coming to my Kindergarten classroom. One is defiant and the other shows tantrums and gets out of control. They both reinforce each other's behavior too.

Children who reach Tier 3 Intervention always benefit from one-on-one individualized interventions to meet their needs. The one-on-one relationship with a significant adult is the key to success at this level. Most of these children are relationship resistant and therefore lack any willingness or cooperation.

How can we help as a school team?

Teach wanted behavior

Teach unwanted behavior

. Visual reminders

• Role-play

• Coaching

• Practice

• Direct instruction

• Literature

• Positive intent

• Encouragement/noticing

• Song/music/movement

• Helping buddy

• Stress reduction

• Modeling

. Contract

• Class meeting

• Consequences

• Parent contact

• Office referral

• Empowering victims

• Counseling

Intensive Monitoring and Counseling

Meet with the counselor to know if the child has any underlying special needs.

Meet with a counselor to know if the child has any underlying special needs.

defiant --->

<--- Tantrums/Our of control

Monitor behavior through Teacher Assistant app

Monitor behavior through Teacher Assistant app