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There is a student who has been labelled as having Special Educational…
There is a student who has been labelled as having Special Educational Needs by the specialist in our school, but has not been formally diagnosed because of cultural sensitivities. He has a hard time sitting still in class and often yells out inappropriate things or acts out to get attention.
Tier 1 strategies
Did that work?
Yes!
Great! Keep implementing these strategies. Over time, you may need them less and less.
No
Tier 2 Strategies
Check-in Check-out
Every day the student will be required to check in with an adult and receive a goals sheet and some encouragement for the day. At the end of the day, the student and adult will go through the list to see what the student has accomplished and how they can improve for tomorrow. The sheet is taken home and signed by a parent, then returned the next day during check-in.
Sensory Tools
Though this student is not formally diagnosed, his inability to focus or stay still may benefit from some sensory tools. These may include fidget toys and pencils, sitting on a yoga ball, and putting exercise bands on chairs so students have something to do with their feet.
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Nonverbal Signals
Meet with the student and discuss some of the persistent behavior that has been going on. Discuss with the student some signals you can give them (and let them pick if possible) to let them know they are doing a good job, or that they need to change their behavior. This gives the student some responsibility for their actions and allows you to communicate that a student needs to change their behavior without calling them out in front of the class.
Counselor Referrals
If a student is displaying behaviors that may be coming from some deeper issues, you can refer them to the school counselor who may be able to help the student get to the root of their behaviors and find ways of improving by addressing other causes. This may be especially useful if students are behaving in a certain way because of issues at home.
Did that work?
Yes!
Great! Keep implementing these strategies. Over time, you may need them less and less.
No
Tier 3 Strategies
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Behavior Contract
Have a meeting with those involved in the BIP and together discuss the main behaviors that need amendment. Create a contract which the student must adhere to which states exactly what is expected and consequences for not following the rules which the student signs. Use a daily behavioral form to track students throughout the day. Have the student take the form home to be signed and have regularly scheduled meetings with the student to discuss how the plan is going and how they can improve.
Behavior Meetings
Having regular meetings between the school and the parents is very important at this stage of intervention. It is vital that all parties are have the same goal and work together to help the student. It also ensures that correction is happening at home as well as in school. Try to avoid conflict in the meetings, set an agenda, set a time limit, and keep the tone neutral. Make sure all relevant parties are present and keep notes of the meeting.
Note home to parents
This can be a consequence or a reward. Our school has a merits and infractions system wherein teachers can document students behaviors by either giving them a merit for good behavior or an infraction for bad behavior, this includes information on why the merit or infraction was received and is sent home to parents. This is important in including parents in the process of behavior correction. With this information, parents can also speak with their child at home and work with their child and the teachers to correct bad behavior or encourage good behavior.
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Ignoring bad behavior
For this student and others who are trying to get attention for bad behaviors, sometimes establishing a precedent with that student that you will not engage with them if they act out, may get them to rethink their strategies. They may also try harder at first to be disruptive so it is important to outlast the student. If the student stops the behavior and starts exhibiting even slightly good behavior, be sure to praise that immediately. Show them you are paying attention, but you only care to engage with the good behaviors.
Praise when on task
This student needs some outward motivation for good behavior. Any time he does what is asked of him without acting out, give praise such as a simple sentence of praise directed at the student and using his name, sometimes a high-five or thumbs up.
Individual Workspace
Move the student to their own somewhat isolated workspace. This makes behavior management somewhat easier. If the student knows that they can't as easily be a distraction to others or disrupt the class, they may act out less. This may help the student focus more or at least cease having outbursts. Some attention-seeking students may even feel more comfortable and settle in to actually completing tasks in their own space.
Start a Reward System
This student may need some outward motivation. Implement a reward system where students can accumulate points or tickets and then trade them in for rewards. This provides students the chance to work towards something positive. The more they earn the bigger the reward, that way students can also learn the value of working towards a goal.
There is a student who often either neglects homework, forgets homework, or completes homework but is too disorganized to bring it to school.
Tier 1 Strategies
Praise desired behavior
This student may need some outward motivation for good behavior. Any time he participates or hands in completed homework, give praise such as a simple sentence of praise directed at the student and using his name, sometimes a high-five or thumbs up.
Start a Reward System
This student may need some outward motivation. Implement a reward system where students can accumulate points or tickets and then trade them in for rewards. This provides students the chance to work towards something positive. The more they earn the bigger the reward, that way students can also learn the value of working towards a goal.
Note home to parents
This can be a consequence or a reward. Our school has a merits and infractions system wherein teachers can document student's behaviors by either giving them a merit for good behavior or an infraction for bad behavior, this includes information on why the merit or infraction was received and is sent home to parents. This is important in including parents in the process of behavior correction. With this information, parents can also speak with their child at home and work with their child and the teachers to correct bad behavior or encourage good behavior. No homework is an automatic infraction which allows parents to see when their students are not completing work.
Clear, Consistent and Predictable Consequences
Have class rules posted and make sure students know what the consequences will be for not following the rules. When a student breaks the rules by not completing homework, simply point to the list and issue the consequence discussed. For example, giving the student an infraction or keeping them back during break to finish. Students should know what is going to happen when they enter the classroom without homework. The teacher should be impartial in issuing the consequence and consistent with all students.
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Organize materials daily
Make it part of your class routine to have students organize their work into notebooks and binders. Set aside time to ensure assignments are not shoved into backpacks randomly. Give students organizational materials when necessary and actually teach organization as a life skill and to make the teachers job easier.
Did that work?
Yes!
Great! Keep implementing these strategies. Over time, you may need them less and less.
No
Tier 2 Strategies
Check-in Check-out
Every day the student will be required to check in with an adult and receive a goals sheet and some encouragement for the day. At the end of the day, the student and adult will go through the list to see what the student has accomplished and how they can improve for tomorrow. The sheet is taken home and signed by a parent, then returned the next day during check-in.
Did that work?
Yes!
Great! Keep implementing these strategies. Over time, you may need them less and less.
No
Tier 3 Strategies
Behavior Meetings
Having regular meetings between the school and the parents is very important at this stage of intervention. It is vital that all parties are have the same goal and work together to help the student. It also ensures that correction is happening at home as well as in school. Try to avoid conflict in the meetings, set an agenda, set a time limit, and keep the tone neutral. Make sure all relevant parties are present and keep notes of the meeting.
-
Organizational Tools
Work with the student to create something that will help them stay organized. This may be a daily planner, checklists, frequent organization of backpacks and lockers, or turning in all assignments to one place.
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References: PBIS World. (n.d.). A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System. Retrieved July 2, 2019, from https://www.pbisworld.com/