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Positive Behavior Intervention Supports (PBIS)
Case Studies (:red_flag:…
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Behavior problems
- Group of people in class
- disrespectful of others
- dominate the class
- laugh and interrupt when others talk
- intimidating
When they are confronted with other students' complaints, they demand to know who reported.
- It is crucial to implement the school-wide intervention in the beginning for at least 4-6 weeks consistently.
- Reward when followed, redirect them when not followed.
- Multiple interventions can be taken at the same time.
Usually with older kids, (opposite side) role plays sometimes do a magic because they realize what they are doing to others by watching it. Many times it is very shocking for many bullies but with older kids, shocking methods work pretty well.
It is very important to clearly define the expectation in relationships.
Define and discuss how one can hurt others.
Many times, bullies claim they are just "playing around" or "joking around" and feel no guilt with their behaviors. It is a must step to define any type of unwanted behavior, especially when repeated over time, as bullying.
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Behavior problems
- Talkative in general
- Even if the student stay with the related topic, the student can't control himself or herself blurting out answers and questions all the time.
- Other classmates find it very disruptive.
It is crucial that Nancy understands the disruptive impact that she brings to class. At the same time, it is important to recognize her effort to participate in class. She needs to be educated about the school system where a group of students share the time and space and be respectful for others. During Tier 1, Nancy should be able to realize that she is causing others trouble and it is not okay.
Direct reminder, direct redirection
Must higher level of redirection and reflection. At this stage, students want to evaluate their own progress with e-log or reflection journal.
