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IDENTIFICATION: DISRESPECTFUL (BEHAVIOR: Huff and puff and roll eyes…

- - - - TIER 3 INTERVENTION
        
        Mentoring
        
        WHY?
        Provides a student with a personal connection and buy-in; improves student’s motivation; source of accountability, support, and advocacy
        WHEN?
        When student exhibits little motivation, effort or care about their behavior; when students seem to have little guidance or support at home; when the student doesn’t seem to respond to anything else
        HOW?
        Have only one mentor; mentor should above all LISTEN, be supportive, encouraging, & engaged; meet with student once a week; mentors should help student set goals & solutions
        (PBIS World, 2019)
        
        TRACKING:
        
        Kickboard
        
        Mentorship Log
        -- Mentor records input from student, goals and solutions
        
        Self Monitoring
        
        WHY?
        Promotes responsible behavior; increases self-awareness and reflection on their impact on others
        WHEN?
        When student exhibit chronic and compulsive rude and disrespectful behavior
        HOW?
        Reinforce the behavior to address, tracking system of their behavior and importance of progress toward the behavioral goal
        (Goldstein, 2007) (PBIS World, 2019)
        
        TRACKING:
        
        Student Progress Self-Evaluation
        -- Continue to record own thoughts on their behavior and impact on others from Self-reflection Form
        -- Assess self progress, take ownership of their behavior's impact on others
        (PBIS World, 2019)
        
        Counselor referral
        
        WHY?
        Provides student with more one on one help and intervention; emphasizes the seriousness of behavior and its impacts; reduces pressure on student
        WHEN?
        When the student’s needs have exceeded my ability as a teacher to address them in the classroom setting
        HOW?
        Get written consent & permission from the student’s home; set up meeting(s) with counselor ahead of time & provide reminders about the appointment(s) to student
        (Marzano, 2007) (PBIS World, 2019)
        
        TRACKING:
        
        Counseling Referral Form
        -- Full parent involvement
        -- Professional help may yield alternative, more effective solutions
        (PBIS World, 2019)
      - Behavior Contract
        
        WHY?
        Holds student accountable, provides consistency, increases student motivation and effort, & improves school-home communication
        WHEN?
        When student persists in disrespectful behavior, is defiant and confrontational
        HOW?
        Use weekly behavior form with rating of student; send a copy of the form home for the parent to review and sign weekly; discuss the procedure with the student
        (Goldstein, 2007) (PBIS World, 2019)
        
        TRACKING:
        
        Kickboard Student Bahavior Management app
        or
        
        Weekly Behavior Form
        -- Record compliance with set behavior goals
        -- Parents review and sign weekly
      - Self Monitoring
        
        WHY?
        Promotes responsible behavior; increases self-awareness and reflection on their impact on others
        WHEN?
        When student exhibits compulsively disrespectful behavior, seek to be center of attention
        HOW?
        Sit down with the student, define the behavior to address, and choosing tracking system of their behavior and progress toward the behavioral goal
        (Goldstein, 2007) (PBIS World, 2019)
        
        TRACKING:
        
        Student Progress Self-Evaluation
        -- Record own thoughts on their behavior and impact on others from Self-reflection Form
        -- Assess self progress, take ownership of their behavior's impact on others
      - Non-Verbal Cues & Signals
        
        WHY?
        Creates a working relationship with student without calling attention to the student in a negative manner, effective, saves class and instruction time
        WHEN?
        As a redirection from disrespectful behavior; in recognition of positive behavior
        HOW?
        Use cues like looking at or walking towards the student, standing in close proximity for negative behavior; smiles, shaking head discretely “yes” to praise correct behavior
        (Marzano, 2007) (PBIS World, 2019)
    - - WHY?
        Better response from positive reinforcement than negative
        WHEN?
        When student exhibits positive behavior, follows rules, does something nice to another, pays attention; as frequently as possible.
        HOW?
        5:1 ratio approval/praise to criticism
        (PBIS World, 2019)
      - TRACKING:
        
        Kickboard Student Bahavior Management app
        --User friendly interface
        -- Can be customized for any behavior
        -- Phone app use appeals to middle schoolers
        -- Teacher/student/parents are all synced with the intervention
        -- Analysis tool helps quantify behavior tracking and progress
        (Kickboard, 2019)
        
        or
        
        Weekly Behavior Tracking Form
        -- Targeted behavior tracking
        -- Practical weekly timeline
        -- Manual input & data processing (cumbersome compared to tech alternative)
        -- Extra effort to keep all stakeholders in the loop
    - - WHY?
        Stresses importance, student more likely to listen and open up, chance to state their thoughts, gives cool down time for me and student
        WHEN?
        When a behavior has caused disruption to the class, when the student doesn’t heed simple verbal cues to change behavior.
        HOW?
        Exercise patience & self-control, use neutral tone, avoid lecturing, show empathy; use reflective listening, ask open ended questions, use positive body language; keep responses succinct
        (PBIS World, 2019)
      - TRACKING:
        
        Kickboard Student Bahavior Management app
        
        Intervention General Tracking Form
        -- Record individual consultations with student and topics covered
        -- Set behavior goal
        (PBIS World, 2019)
    - - WHY?
        Teaches students important life skills for dealing with others, reduces conflicts, improves self-esteem, increases student buy-in, helps students be more inclusive
        WHEN?
        When student seems intolerant, impatient or rude to others
        HOW?
        Take student aside to identify behavior, have them reflect on how their behavior affects others, & how to change that behavior for a win-win situation
        Infuse lectures on social manners into activities like writing (e.g. Respect Scenarios), small group discussions and performing skits using the incremental message in response to hypothetical interpersonal conflicts
        (Goldstein, 2007) (PBIS World, 2019)
        (Yeager et al, 2013)
      - TRACKING:
        
        Kickboard Student Bahavior Management app
        
        Student Self-Reflection Form
        -- Record own perceptions and thoughts on their behavior and impact on others
        -- Set goal for behavior changes
        (PBIS World, 2019)