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Positive Behavioral Intervention Supports (PBIS) (Disrespectful (Tier 1 …

- - - - Frequent eye contact – this will be used more for directness and to redirect and get the student focused on what is being said. A lot of emotions can come from direct eye contact. Also how the look is given can be enough to let the student know what you want or expect from them. Chant “eyes on me”
      - Teach relationship skills – Have a relationships skills lesson for the whole class. This can be done by role playing. Also reinforcing and teaching social skills towards adults.
      - Consequences – reflection sheet used to write down what behavior the student did wrong and how they could change it next time. It would then be signed by student, teacher and parent. There would be a designated table or time for the student to do this reflection which would most likely be done during some sort of free time.
      - Tier 2
        Data Tracking: Parent Questionaire
        
        Strategies
        
        Behavior Contract – Use a weekly behavior chart, assessing each day of the week.
        
        Conflict Resolution Skills – when students fail to show the skills taught, have them reflect and then role play how it could play out.
        
        Tier 3
        Data Tracking: Behavioral Specialist Referral
        
        Strategies
        
        No Passing Time – this is used during bathroom breaks and anything needing to be done outside the classroom. The teacher will have to accompany the student which shows that trust has been taken away and hinders their independence.
        
        Counselor Referral – Removes student from the situation and gives them undivided attention. Security and feeling of focus on the child is important. Notes to be made and communicated with the parents with the scenarios what happened and when.
        
        Behavior meetings – these would be set aside in private with reflects part of the meeting and goals for the student.
        
        Reward system – Earning privileges to play a board game he thoroughly enjoys.
- - - - Tier 2
        Data Tracking: Functional Assessment Checklist altered to fit the student
        
        Strategies
        
        Social Stories – this would be a inadvertent way for the student to see the problem as an outsider and potentially correct it herself.
        
        Reward System – Reward her during the times she is especially distracted but does the expected behaviors.
        
        Mentoring – providing Rosa with a mentor would make her feel empowered and refocused I think. She does not like to be put on the spot. So meeting with a mentor outside the class for once a week would be more beneficial.
        
        Tier 3
        Data Tracking: Behavioral Specialist Referral
        
        Strategies
        
        Non-verbal cues and signals – make the student more comfortable and likely to jump back on task
        
        Self-Monitoring – This would again, help the student to be more aware of her actions.
        
        Behavior meetings – These meeting could help provide real-time feedback for the student.
      - Proximity to student – The closer I am to her the more likely she will feel the need to be focused.
      - Help student start assignment – get down to her level and make sure she’s on the same page, doesn’t have any questions.
      - Praise when on task – This will naturally make the student feel better and would be done so with complimenting hand writing or how she is sitting or her eye contact