PBIS CASE STUDY

Case 1 - Inappropriate Language

Daniel is a student that uses a lot of inappropriate language in class and outside of it. Most of the times he doesn't really try to be disrespectful but what is worrying is that it comes very natural to him. Sometimes he does try to argue about everything and the situation needs to deescalate.

Case 2 - Upset/Crying

First day of High School for Paula, a 14 year old just starting 9th grade and on her first day of portuguese class. We start the class by having me model a presentation they will follow up similarly by just replacing certain information with their own, I don't expect them to have perfect pronunciation or have proper grammar. It's a group of 20 students, Paula sits in the first row and they all seem very excited to start learning a new language. However, after 6 students have gone and it's Paula's turn to speak up she tries to start reading but her voice beaks up and she starts crying unable to continue. Clearly she was scared to be put in the spotlight in front of all her fellow classmates so at that point I move next to her, tap her on the shoulder, tell her it's ok and tell the student next to her to continue with their presentation and so on. I could have told her to go outside and calm down but to me that would have been worse, when there were about 5 students still left to go I whispered her to prepare to go again after the last student. While this activity was happening I never left her side, and when it was her turn to go again, even if her voice was shaky she was able to do so. 2 things she mentioned later on from this particular day 1. Me being next to her made her feel safe on that moment and 2. Since no one really laughed at her on that first try, and since I didn't reprimand anyone and encourage them instead, it also made her easier to succeed on the second try.

I thought Paula's behavior was because of first day nervousness but she continued to be very shy and nervous in everything that involved speaking to the whole class.

What describes Paula?

  • Is unable to talk or verbally express concerns
  • Cries to the point of hyperventilating
  • Has trouble pulling herself together and calming down
  • Has eyes water and fight back tears and getting upset
  • Cries frequently over “small” things
  • Has frequent emotional meltdowns
  • Displays emotional lability

PBS TIER 1 Interventions I started to use with Paula

Take a Break

Give choices

For oral presentations I told her she was able to choose to face me instead of the class

She could choose to go first, last or in between whenever she has to speak up

Why I chose this type of intervention?

  • Paula will feel engaged and a part of the decision making process
  • Empowers the student.
  • Students respond better to choices

Whenever she feels uncomfortable she can ask to go to the bathroom for a couple minutes

this will allow Paula time away from a stressful or potentially stressful situation

Can build rapport

Can ask her to go on a small errand if i see the need for a break.

Proximity to Students

On that first day i used this and it was a very succesful intervention as she felt safe to talk.

Reassurance

Paula needs this a lot since she is shy, insecure and timid

Shows her i care

Instill confidence in student “I know you can do it and I think you know you can too”

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Teach Relaxation Techniques

Counselor Referral

Increases privacy for Paula

Reduces anxiety and pressure on student

Provides Paula with the full attention of an adult

Makes Paula feel secure

When is this needed?

Has provided Paula with more one on one help, support, and intervention

When Paula is over emotional and cannot calm down in an appropriate and brief amount of time

When Paula requires more support and attention to address or solve a problem, issues, etc.

When Paula needs more specific and individualized help, solutions, and plans to address issues

When Paula needs more privacy than a teacher can provide in the classroom

Things to remember

Counselor referrals may be planned or spontaneous

For planned referrals, have the student set up a day or days and times to meet with the counselor ahead of time and provide the student with reminders

For spontaneous referrals where an incident happens and the student unexpectedly requires counselor support, send the student down to the counselor with a note briefly explaining what happened, or send the student down and call and explain to the counselor the issue

You may walk the student down or send another student to walk down with the student to the counselor

The counselor may also come to the room to retrieve the student

Provides students a way to manage their own feelings and emotions

Students can get overwhelmed easily

Improves student focus and attention

Has positive physiological benefits, like improved blood flow, oxygen levels, and endorphin levels, as well as decreased cortisol or “stress hormone” levels

When is this needed?

Things to remember

When i see Paula becoming frustrated ( groaning, crying, refusing to do work)

When Paula appears, tense, uptight, anxious

When Paula appears uncomfortable

Take time to speak with the individual student alone or teach the entire class the relaxation techniques they will use in class

Assure student that everyone gets stressed/frustrated/worried/ overwhelmed

Practice the first time with the student or class

Practical relaxation techniques for students:

Read

Scribble

Color

Draw

Write in a journal

Count to 10

Deep Breathing

Visualization

Listen to music or nature sounds

Take a break

What describes Daniel?

  • Amongst his Inappropriate language we can hear racial, stereotypical or culturally insensitive words.
  • Swear or curse
  • Is sarcastic
  • Many reports from other students
  • Use variations of inappropriate words or curse words and phrases, for example, “shat”, “flucking”, “biatch”, etc
  • Mature/immature discussion that is not typical of their age

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Call parent or note home

Clear, consistent, and predictable consequences

Model appropriate language

Avoid power struggles

  • It is a quick method to de-escalate a student
  • It keeps me in control
  • Prevents students from feeding off of the attention of the class or others
  • Establishes your position as being outside of the student’s tactics and usual attempts to get what they want
  • Helps me, the adult, remain calm, clear headed, and more able to make good decisions and actions

Remember

This technique takes a lot of patience, support, self-control and self-talk

DO NOT match the emotional level of the student, rather remain calm, cool, and collected

Use a calm and neutral tone

Use humor

Provides parents with direct & accurate info on child’s school behaviors

Helps to keep issues, situations, and circumstances clarified

Builds rapport, trust, and open dialogue between school and home

Daniel has responded well to calls home

Gives parents power to enforce and follow through with limits and consequences

Can create parent “buy in” or establish of improve rapport with parents

When?

When a student breaks a rule or whose actions are disruptive enough to require a formal consequence

When you need more support in addressing a behavior

When the student does not seem to respond to your authority

When there does not appear to be home consequences for poor behavior in school

Remember

Use a calm neutral tone with parents to avoid arguments, blame games, and power struggles

Describe the behavior clearly and with detail

Explain what you have already tried to address the behavior

Ask the parent for their input and ideas to get them involved

Do not dwell on blaming the parent for the child’s behaviors, rather focus on solutions, whether on the child’s part of the parent’s

Always say something positive about the child or something they did well

This is the cornerstone and foundation for all effective consequence systems

It provides student with comfort and limits

You remain in control of the environment

Remember

Always deliver consequences with a neutral and flat emotional state and tone, remaining calm and collected and avoiding matching the potentially escalated state of the student

Always give the same consequence or group of consequences for the same behaviors

Provides structure

Teaches students alternative words to those that may be inappropriate, hurtful, mean, undesirable, etc

Provides powerful instances to teach alternative behaviors and expectations

Remember

When?

This intervention should be utilized at all times as children are always listening to what adults say and do

Make a point to model appropriate language with students that may be:

  • Saying mean things
  • Bullying
  • Saying self defeating remarks
  • Saying perpetually negative comments
  • Swearing

Regularly say the words, phrases, and responses you would like your students to exhibit whenever opportunities arise

Model appropriate language regularly and frequently

When students say inappropriate things, stop them and remind them what the appropriate word or words would be, having them practice it

Take students’ suggestions as to what appropriate words would be to get them involved

Speak with student in hallway or talk one on one with student

Take away privileges

  • It is a quick method to de-escalate a student
  • Allows students to “save face”
  • Allows children the opportunity to make choices about what will happen
  • Taking away privileges is a very flexible intervention and can be used as a part of your regular discipline system, like with card flips, or in addition to your discipline system and class rules
  • When students bully or pick on others
  • Helps children see a logical connection between their behaviors and consequences
  • Prevents the student from causing a scene

Behavior Contract

  • Provides students with more one on one help, support, and intervention
  • Holds students accountable
  • Provides structure, routine, consistency, and organization
  • Promotes self responsibility

When?

When students exhibit persistent behavior problems

When students are defiant and oppositional

Time Out (Structured Time Out)

  • Quick and easy way to deal with behavior problems and disruptions
  • Easy to set up and implement
  • Can be carried over in the home
  • Increases instructional time and decreases time spent dealing with student behaviors

How?

Choose a specific spot in the classroom and always use that same spot

Provide rules for taking a time out, like no talking, bothering others, standing, making noises, what happens if they cannot appropriately complete a time out, etc

Explain to the student what they will receive a time out for

Choose a specific spot outside of the classroom and always use that same spot, for example, a seat in the office or near the classroom doorway

Put a chair or desk in the spot

Put a chair or desk in the spot

Provide some kind of timer or way to measure the time in time out

In-class and out of class time outs may be utilized as a progressive discipline system, where the student first receives an in-class time out for a brief period, then on the next offense, they receive a longer out of class time out