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Positive Behavior Intervention Supports (PBIS) by Corina Wecker…
Positive Behavior Intervention Supports (PBIS) by Corina Wecker
Unmotivated
Interventions
Tier 2
Social stories
Self monitoring
Peer Tutoring
Structure breaks
Tier 2: 'Sara' is indifferent to authority. Peer tutoring might open 'Sara' up to more opportunities. 'Sara' would most likely thrive from role playing procedures, break procedures, and expectations. It would build off the set routines established in tier 1. Self monitoring would be a self check for 'Sara'. She would be able to see how her approach affects her projects and those around her.
Tier 3
Visual schedule
Mentoring
Behavior meetings
Non verbal cues and signals
Tier 3: A visual schedule could offer 'Sara' a mental guage of how much effort that she would need to put in for the next allotment of time for the project. Mentoring in this case would be a step up from the peer mentoring. After convening in a behavior meeting with other instructors of 'Sara's' there would be a better suited mentoring approach to fit her individualized needs. The mentoring would also create an avenue to track 'Sara's' data for the interventions. Much more active part from the instructor.
Tier 1
Engage student
More structured routine
Review expectations and procedures
Natural consequences
Tier 1: 'Sara's' behavior recently escalated with reaching 8th grade and feeling of 'over it'. Natural consequences that affect all students rather than just 'Sara' would see it as less of a personal afront. The structured routine would aid in this. 'Sara' would not be surprised by natural consequences since there is a set routine that the class follows every time we meet.
This student is 'Sara'. 'Sara' is in 8th grade now and has always barely 'shown' up when in class. Very often 'Sara' will do bare minimum with a snear since 'Sara' would rather socialize and ignore directions plus the activity.
Hyperactivity
Interventions
Tier 1
Use timer
More structured routine
Break down directions
Redirection
Tier 1 focuses on many interventions that don't single the student out. This is important since 'Jack' loves to be around his peers and feel on par with everyone. The breakdown of directions could help more than just 'Jack'. As well as the other students in the class. The timer could prove helpful during redirection as well.
'Jack' is really sweet but once you reference procedures than it seems like 'Jack' almost works extra hard to do the opposite. Tier one interventions could remedy a lot of 'Jack's' hyperactivity.
Tier 2
Non verbal cues and signals
Visual schedules
Structured breaks
Sensory tools
Tier 2 escalates the interventions after an allotment of months have passed. The timetable is important so as not to overwhelm 'Jack'.
Initially the sensory tools seemed like more of a distraction but after research it may prove to help 'Jack' focus while also being able to fidget.
The non verbal signals will build on tier 1 by not singling out 'Jack.
Tier 3
Self Monitor
Increases productivity
Teach coping skills
Teach relaxation techniques
Count to 10
Deep breathing
Social stories
Tailored intervention
Tier 3 offers deep teaching relations techniques that 'Jack' could use outside of the classroom as well. In addition coping skills will increase his self esteem and independence.
Social stories of role playing expectations could play on tier 1 and tier 2 of incorporating the entire class.
Self monitor is a wonderful way to track data for 'Jack'. I only see 'Jack' for 40 minutes from Monday through Friday every 4 weeks. A journal to log his self monitoring could do well to keep 'Jack' aware and reinforce tier 1-3 intervention strategies.
This student is 'Jack'. Jack is in first grade now and consistently exhibits leaving the seated area to roam about the classroom, bothering other students to engage with, needs attention from everyone, and often has difficulty participating in activities using inside voice plus staying on task.
Compare and Contrast
Compare
- The self monitoring reaches across no matter the age and behavior. More often the student is too close to see the misbehavior. By having the student log their behavior it is no contest how the hyperactivity or no motivation affect their class time. A more structured routine will benefit all students and adds to the 'not singling' out the student.
Contrast
- The meetings to discuss the unmotivated student with other instructors with mentoring is more applied for the 8th grade versus 1st grade student. Reasoning is the core teacher for the 1st grade student would take helm rather in the case of the 8th grade student where it is a team of instructors that teach the unmotivated student.
Reflection
: There is always the goal that the student is able to learn with more ease and their behavior does not impact their day to day so fervently. These PBIS strategies and the time table to move from tier to tier are advantageous to students across all behaviors.