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Positive Behavior Intervention Support (Hyperactivity (Tier 1 (Non-Verbal…
Positive Behavior Intervention Support
Hyperactivity
Tier 1
Non-Verbal Cues
Together with the teacher student will agree on non-verbal signs for the following cases:
Need to get up and move
Need to change seat and surroundings
Teacher will use positive, supporting cues like nods and smiles to reward and encourage student to stay on track
Stand While Working
Agree with student on certain times when they are allowed to work while standing up
Agree with student on certain distance away from desk that can't be surpassed
Seat student in a position where their standing will not affect others' attention
Allow student some leniency in pacing or form of standing
Require that student be working and praise student for completing work while standing
Individual Workspace
During individual work time student will be seated towards the front corner of the classroom near the teacher
Their desk will be facing the wall
Student will be allowed to use headphones to isolate sound
Data Tracking
Tracking will occur using the Daily Positive Behavior Tracking Form
Tier 2
Functional Behavior Assesment with Behavior Intervention Plan
The functional behavior assessment will be filled out by all the student's teachers and a parent. Using this data, a BIP will be created with the student. The data will be tracked using the form.
This will be applied to track behavior and not academics. Students having bigger problems in academics will follow the response to intervention strategy.
Response To Intervention
Identify areas of academic deficit with student
Agree on intervention plan involving student support teachers
Test current academic level to achieve a baseline score
Apply intervention and test same academic areas again
Data tracking occurs through the test scores and intervening teacher's feedback recorded on the intervention tracking form
Reward System
Agree with student on expected behavior. This may include:
Staying in designated areas
Not disrupting other students
Finishing assigned classwork
A token will be given to the student for meeting or exceeding expectations. When a certain number of tokens is reached, the student will be rewarded with a prize previously agreed upon by student and teacher. Prize should not be one time gift but certain temporary privileges to keep student interested in continuing to receive tokens.
Tier 3
Self monitoring:
With the teacher, student will create a bullet journal listing all the positive behavior expected of them in class. After every class, student will check off all the behaviors they exhibited during class.
Teacher and student will agree on non verbal cues so that teacher can demonstrate to student that they are misbehaving without interrupting the lesson. During class, if student is misbehaving, teacher can use cue and student can apply agreed upon strategies to return to task.
Data is tracked through student's bullet journal
Aggression/ Bullying
Tier 3
Time-Out
A certain area of the classroom is designated as a time out zone.
Student spends a certain amount of time in that zone when exhibiting bad behavior
Reasons for the time out are clearly explained to student
Student is required to fill out serious reflection sheet as a requirement for ending time out
Repeat offenders receive out of class time out in the middle school office.
Another reflection sheet is required
Timeouts are recorded in log to track data
No Passing Time
Keep the student in class during passing time
Give student only enough time to collect things from locker and make it to next class on time
Repeat offenders may be required to stay after school (after arranging with parents) or coming to school early
Each "detention" is recorded in log to track data
Tier 2
Counselor Referral
Get permission from student's legal guardian
Talk to student about reasons why they are being referred to the counselor
Fill out counselor form stating clear behavior problems observed
Make sure counselor referrals are not abused to skip class
Behavior Contract
Create a daily behavior chart with the student
Decide on main behavior problems to work on
Student is rated based on chart criteria
Send the chart home to be signed daily or weekly
Data tracked through behavior chart
Tier 1
Teach Conflict Resolution
Provide student with the following tips:
Put yourself in other persons shoes and think of alternative reasons why they might've done what they did rather than harming you
Try to talk the problem out and walk away if agreement not reached
Speak to an adult or teacher if conflict continues
Keep your actions positive and do not react to aggression or meanness
Talk One-On-One
Diffuse situation by asking student to wait in the hallway or in another area of the classroom
Listen to student's account of the events
Ask student how they could've behaved differently
Use humor to alleviate the student's mood
Use reflective listening
Data tracking through Daily Positive Behavior Form