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Know it all Nancy. (Tier two interventions (Teach interpersonal…

- - - - Redirection
        
        Nancy is engaged and wanting to prove herself, I recognize the behavior from myself. Allow her to answer one of the questions and then provide a secondary activity such as detailing her thoughts on the subject to share later or even playing note taker for the class. Make sure this is done universally, perhaps if one student answers a question they move onto the second activity.
        
        Touch base with Nancy.
        
        Data tracking
        
        Live school app
        
        As I pattern this on middle school students the behavior needs to be more documented and frequently discussed with parents than simple card documentation or less formal methods of describing behavior. With the live school app I can provide useful data for every student, positive or negatively, and set up weekly emails for parents to check and comment on.
        
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        Speak to the parents.
        
        This should not be a last resort of the result of purely negative behavior, you should keep parents in the loop of all behavior issues positive or negative. For weekly feedback the live school app can be useful, for issues that require more direct discussion consider a virtual conference. You can always utilize technology to send short video or voice messages, wait for a response and continue as all parties schedules permit!
        
        Spend some time a the beginning of the day to talk to Nancy, acknowledging her positives and coming up with solutions that will foster he excitement but provide a fair learning environment for all. Consider giving her some responsibility in the classroom that can help channel her enthusiasm and have a discussion.
        
        Talk Ticket
        
        Nancy seems to be showing attention seeking tendencies but may simply be earnest. Allow her the chance to engage with the teacher but on your terms. If you have redirected her but she still wants to intervene, provide her with a talk ticket that she may redeem during a period where the rest of the class is engaged and you are more available to talk with her.
        
        Taking away free time.
        
        In the same spirit as the talk ticket you can set up the one on one time during her own free time if the problem continues to disrupt the class. This forces her to take responsibility for her disruption but in a natural way, she want's the teachers attention but she will have to get it on the teachers terms not her own.
      - When Nancy is on task and working within the group instead of trying to talk above it make sure you acknowledge her with excitement and praise.
- - - - As a continuing assessment I would have Nancy work on weekly self assessments in regards to her Participation in the class, and ways she can be an active member without dominating the conversation.
    - - Teach relaxation techniques
        
        Structured time out
        
        I would explain the necessity and criteria for this intervention to Nancy prior to it's implementation. I would stress this is not a punishment but a means for her to self regulate, and would give instructions on what I want her to do during these periods to help her with her task of learning to engage as a peer.
        
        Data: Time out log.
        
        If it has reached this level than we need to have more serious interventions. A this point Nancy will have to have time outside of the class to reflect and cool off and during that time I would have her reflect on all the issues. She can write about her side of the story which we can use later for other intervention strategies.
        
        Data: Weekly scatter plot.
        
        At this point we need to focus on what we are doing on a daily basis and what the results are. The scatter plot can help us keep track of Nancy and her reactions to out interventions. It can also keep the parents informed of our actions so they can weigh in.
        
        For Nancy I would recommend that she uses the technique of free writing in a journal. This can give her a break to calm down and she can utilize it later with her other interventions such as the exit ticket when she is able to speak with the teacher one on one. This could also be implemented with a time out if she is causing a serious disruption, this allows her to be productive while getting a sensory break.