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Positive Behavior Intervention Supports (PBIS) (CASE 1- Lack of Social…
Positive Behavior Intervention Supports (PBIS)
CASE 1- Lack of Social Skill
Background: Harry has a learning difference in the area of visual/spatial processing. This means that he has difficulty attending to visual details, organizing visual information and understanding part-whole relationships which may make hard when he swim. He is easily upset by loud voices and sensitive to noise and anger. He struggles with accepting accountability for his behavior. He needs support to understand how to communicate and interact with his peers. He'll sometimes mimic or mock what others are doing and this can be annoying to others and cause the social issue in the learning environment.
Seem to interact and navigate environment in an awkward, weird, or odd manner
Antagonize others
Annoy, poke, hit, tap, or get the attention of others then run away
Have poor concept of appropriate times and places to say certain things
Seem emotionally immature
Poor interactions with others
TIER 1
Encourage interaction with a more self confident student
When
When a student rarely participates or volunteers
When students appear to have poor self confidence or self concept
When a student seems withdrawn, isolated, or insecure
How
You may be more formal with the intervention and speak with a confident student, asking them to interact more and help another specific student to “come out of their shell”, participate more, be more confident and out going, etc.
ou can be subtle and suggest frequently that a certain student (who you know is confident) work with, play with, help, eat lunch with, assist, etc, a student who is less confident, isolated, withdrawn, shy, etc.
You may speak with the less confident, withdrawn, shy, etc, student explaining you would like them to try to work more often with another specific student
Why
Can improve students’ mood and attitude
Can improve the self concept and self confidence of an insecure student
Can increase participation and volunteering
TIER 2
Teach Relationship Skills
When
With students who have trouble asking for help
When students cannot get along with others
When students have trouble sharing, compromising, listening to others’ opinions, etc
How
Help kids set goals with making friends or getting to know others
Teach lessons on relationships, friendships, getting along with others, tolerance, etc
Take students aside to discuss and have them reflect on how their behaviors affect others, what behaviors would make others want to be friends with them, etc
Why
Reduces conflicts, arguing, and fighting
Improves the environment of the room/school
Helps students make and keep friends
Improves students’ moods, affect, and emotional stability
TIER 3
Teach Coping Skills
How
Always try to use active listening skills
Be firm when necessary and set boundaries
Always try to use active listening skills
Depending on the situation, need, and child, there are numerous ways to teach kids coping skills
Why
Improves kids self-confidence and self-esteem
Helps to empower students
Improves student problem solving
Decreases the time it takes to deal with students’ crises, issues, meltdowns, etc
When
All students should be taught coping skills and they should regularly be modeled for all students
When students have trouble appropriately expressing emotions, like sadness, disappointment, frustration, happiness, excitement, etc
When students seem to have trouble handling criticism, failure, disappointment, conflict, decision-making, etc
CASE 2- Crying/ Upset
Background: Joy always cries during swimming class. Her fear of water makes her cry really loud during class, causing other students to not be able to focus. She struggles with facing her fear of going under water and will refuse to join in with her classmates and follow instructions.
What description with Joy in Swimming lesson
Have frequent emotional meltdowns
Have trouble pulling themselves together and calming down
Be unable to talk or verbally express concerns
Run away and seclude self
Cry to the point of hyperventilating
TIER 1
Take A Break
When
When a student gets off task and is beginning to be disruptive but not problematic
When a student is refusing to follow a directive
When a student’s emotions and/or behaviors need to be deescalated
When student is beginning to be argumentative or confrontational
Why
To provide students with a cool down time
Can help students to “reset” and return to a task fresh
Provides a class system for teachers to address students indirectly without having to stop instruction to speak with a student at that moment
How
Identify a safe and non-disruptive area to go
Make a laminated card with the word “BREAK” on it and keep it in a spot where all students can access it
Explain the process to the student(s) or class and have them practice it before implementation
TIER 2
Deep Breathing
When
When a student’s emotions or mood are escalated
When a student appears anxious or upset
When students are fighting or arguing
How
List the strategy on a poster with several other relaxation techniques, and post this in the class where all can see
Assure student that everyone gets stressed/frustrated/worried/ overwhelmed and using relaxation strategies is normal
Teach students what feelings to be aware of and what they feel like, which can be addressed through deep breathing
Why
Can be done individually or as a group
Provides an easy and quick break in place
Produces relaxed state of being
TIER 3
Use Calm Neutral Tone
When
When a student is reluctant to follow your directives
When a student is very upset
When a student is anxious, worried, or nervous
How
When you have those feelings/thoughts, say to yourself talk yourself out of losing your temper
Use an open and non-threatening body posture
Use direct eye contact unless it seems to be provoking the student
Why
Helps keep the student more calm and controlled
Prevents students from making a scene and drawing from an audience
Sets a good model and precedent for how behaviors will be perceived and handled
What description with Harry in Swimming lesson