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PBIS CASE STUDY (Case 1 - Inappropriate Language (Daniel is a student that…

- - - - 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
    - - Call parent or note home
        
        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
      - Clear, consistent, and predictable consequences
        
        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
      - Model appropriate language
        
        Teaches students alternative words to those that may be inappropriate, hurtful, mean, undesirable, etc
        
        Provides powerful instances to teach alternative behaviors and expectations
        
        Remember
        
        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
        
        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
      - 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
      - Speak with student in hallway or talk one on one with student
        
        It is a quick method to de-escalate a student
        
        Allows students to “save face”
        
        Prevents the student from causing a scene
      - Take away privileges
        
        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
    - - 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
        
        Put a chair or desk in the 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
        
        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
- - - - 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
        
        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.
        
        Give choices
        
        For oral presentations I told her she was able to choose to face me instead of the class
        
        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
        
        She could choose to go first, last or in between whenever she has to speak up
        
        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”
      - PBS TIER 2
        
        Teach Relaxation Techniques
        
        Provides students a way to manage their own feelings and emotions
        
        Students can get overwhelmed easily
        
        When is this needed?
        
        Things to remember
        
        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:
        
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        When i see Paula becoming frustrated ( groaning, crying, refusing to do work)
        
        When Paula appears, tense, uptight, anxious
        
        When Paula appears uncomfortable
        
        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
      - PBS TIER 3
        
        Counselor Referral
        
        Increases privacy for Paula
        
        When is this needed?
        
        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
        
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        Reduces anxiety and pressure on student
        
        Provides Paula with the full attention of an adult
        
        Makes Paula feel secure
        
        Has provided Paula with more one on one help, support, and intervention