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Case Studies (Jason (Tier 1 - basic interventions (Call Parent or send…

- - - - Provides students with one-on-one help
      - Holds students accountable
      - Provides Structure, routine, consistency, and organization
      - Promotes self responsibility
    - - Similar to Behavior contract
      - Completed Daily
      - Can inform parents of progress or regression
    - - Produces a challenge with a payoff
      - Students can determine what type of reward they want
      - Creates incentive
      - Increases on task and attending behaviors
  - - - Regular meetings to reflect on behavior
      - Structured agenda
      - Include all relevant parties(teacher, social worker, counselor, administrator, parent or guardian)
    - - Choose a specific spot out side of the classroom and always use that spot
      - Provide some kind of timer or way to measure the time in/time out
      - Provide rules for time out
      - Offer student a think sheet
    - - Form(http://www.resa.net/downloads/positive_behavior/simple_fba.doc)
      - Should be used when student is not responding to other interventions
      - Once completed, create a Behavior Intervention Plan
- - - - Allow student to take a break when needed
      - Provide student with a laminated "Break" Card
      - Breaks can last no longer than 5 minutes
      - Thank student for leaving and returning cooperatively
      - Both teacher and student can determine when to take a break
    - - Implement more stringent classroom strategies to address difficult students
      - Goes beyond Tier 1 intervention strategies when student is having difficulty following predetermined routines
      - can include active supervision, clear, consistent, and predictable consequences and rewards, use of various teaching strategies, active listening, setting and teaching positive behavior expectations, establishing and reviewing classroom schedule, routines, and rules, etc
    - - Creates a less intimidating setting for student to ask questions
      - Provides quicker feedback
      - Peers are students who have demonstrated they can get the work done
      - Ground rules can include
        
        Don’t do all the work for the student
        
        Keep the focus on the work/assignment
        
        Avoid arguments and debates
  - - - Used as a Tier 3 here as transgressions are less serious than Jason, who was hitting
      - Decide on the main problem behaviors and put these on the chart
      - Rate the student for each period, hour, etc in the areas you decide to put on the form or chart
      - Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly
    - - Separate students into teams
      - Teach students no more than 3 expectations
      - Set timer to go off between 3-5 minutes
      - At the end of each time period, reward teams who demonstrated the expectations
      - Students get multiple chances to get points
    - - Promotes independent and responsible behaviors
      - Promotes Independence and Self esteem
      - Improves self awareness and productivity
      - Chosen because student demonstrates poor impulse control when feeling frustrated
      - Student can be reminded of goals using visual clues
      - Student can track behavior using a check list
      - Students can identify triggers that cause them to outburst