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Disruptive Student Behavior (All know it (Tier 1 (Call On Student…
Disruptive Student Behavior
All know it
Tier 1
Call On Student Frequently
Why should I do it?
Can reduce talking and off task behaviors
When should I do it?
With a talkative or chatty class, group of students, or an individual student
How to do it
You may use a system, like names in a hat, sticks with names, etc, or randomly call on students
Structured Routines
Why should I do it?
Improves organization
When should I do it?
When a student is disorganized, scattered, etc
How to do it
A routine wheel can be utilized whereby the days routine is represented on pie sections of the wheel, and a spinning arm in the center is turned to point to the current event or task in the routine
Start commands
Why should I do it?
Is a crucial tool for classroom management
Establishes a classroom management methodology and pattern that student recognize and adhere to
Provides increased classroom structure
When should I do it?
When reminding students of rules, expectations, and PBIS concepts
How to do it
Those who can follow the rules are welcome to play the game
Tier 2
Classroom Management Support
Why?
While classroom management is more of a Tier 1 intervention, sometimes implementing more stringent and structured classroom management strategies can help address difficult groups of students, while still benefitting even the students that do not need the extra support
Helps address individual and groups of students that present more significant behavioral, academic, and other issues
Provides increased structure and clarifies expectations
When?
When there is a student, several students or a groups of students that are not responding to typical classroom management strategies
How?
At the Tier 1 level, classroom management should be a regular part of all classes
At the Tier 2 level, increasing the intensity and structure of classroom management strategies beyond what may be considered typical or normal can help address more difficult students not responding to your normal class rules, routines, procedures, etc
Non-Verbal Cues & Signals
When?
When a student has problems talking in front of the class
When a student is not following classroom/school procedures
How?
Have student, as much as possible, pick the sign to use
Use simple cues like shaking head “no”, raising eyebrows, giving a “one minute” finger signal, etc to redirect students, give directives, etc
Why?
Creates a working relationship with student without calling attention to the student in a negative manner
Is discrete and quick
Saves class and instruction time
Makes students more comfortable and likely to participate and be involved
Easy to do and effective
Tier 3
Self Monitoring
Why?
Improves on task behaviors
Increases coping ability
When?
When students are overly talkative or social
How?
The self monitoring interventions may include visual cues, like pictures, gestures, etc by which the student may be reminded to address the behavior indicated for intervention
Sleeping in the class
Tier 1
Speak in Calm And Neutral Tone
When?
When you are processing a problem with a student
How?
Speak in a measured and calm manner
Maintain a non-threatening posture and stance
Do not make threatening or sudden gestures, motions, or actions
Why?
A student will take your lead in the way you speak and behave
Prevents students from causing a “scene” and gaining the attention of others
Review PBS Expectations And Rules
When?
When a student, students, group, or class are not following PBIS rules and expectations
When the class or school seems to be “slipping” in following through PBIS expectations
How?
Use a calm, neutral, non-threatening tone
Do short lessons, demonstrations, and discussions on PBIS concepts, routine, expectations, etc on a weekly, daily, and/or monthly basis
Why?
Refreshes the school rules and procedures with students
Reminds students what expectations are
Tier 2
Classroom Management Support
When?
When there is a student, several students or a groups of students that are not responding to typical classroom management strategies
When a group of kids is especially challenging to manage
How?
When increasing and intensifying classroom management, even the students that don’t need the extra support will benefit from it
Classroom management techniques should be introduced to a class on day one when possible and reviewed frequently
Why?
Helps address individual and groups of students that present more significant behavioral, academic, and other issues
Improves compliance, instruction time, student success, etc
Helps to make the room, routines, and schedule run more smoothly
Functional Behavior Assessment (FBA)
When?
When it is unclear as to why the behavior is occurring
When a student’s behaviors require a behavior plan
When a pattern of trend seems to be forming
How?
Begin with a Simple Functional Behavior Assessment (SFBA) by downloading and completing the SFBA form below
If the SFBA does not yield enough data and insight to determine the function of behavior, download and complete the Intensive Functional Behavior Assessment form available below (IFBA)
When completing the FBA forms, gather information and data from the student’s records, parents, teachers, and any other staff that work with the student
Once you have completed the FBA form and have a theory as to the function of the behavior, develop a Behavior Intervention Plan (BIP) based on the data and results from the FBA
Why?
Provides more information about students’ behavior
Helps identify factors regarding behaviors that may not be obvious
Provides data trends and patterns
Provides data for developing an appropriate and effective behavior plan
Tier 3
Behavior Intervention Plan (BIP)
When?
When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in the class
When students demonstrate any other significant and consistent issues that affect their school experience and learning
How?
Use one or more of the “Data Tracking Forms” below to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc
After tracking the behaviors, you may or may not choose to perform a Functional Behavior assessment, which takes the behavior data and helps you to analyze it and decide on why the student may be engaging in the behavior
Why?
Provides more intensive intervention and monitoring
Increases support around student
Provides an individualized plan for success
Addresses specific issues in a specific manner
Involves teachers, support staff, the student, and parents actively
Counselor Referral
Why?
Provides students with more one on one help, support, and intervention
Increases specificity of interventions and supports and tailors them to the student
Increases privacy for the student
Removes the student from the situation or circumstance to discuss solutions to it
Reduces anxiety and pressure on student
When?
When a student’s needs are greater than those the teacher can provide in the classroom setting
When a student requires more support and attention to address or solve a problem, issues, etc.
How?
For planned referrals, have the student set up a day or days and times to meet with the counselor ahead of time and provide the student with reminders
For spontaneous referrals where an incident happens and the student unexpectedly requires counselor support, send the student down to the counselor with a note briefly explaining what happened, or send the student down and call and explain to the counselor the issue