Please enable JavaScript.

Coggle requires JavaScript to display documents.

Positive Behavior Intervention and Support, Case Study 1 (Student A has a…

- - - - Structure Breaks
        
        Student provided with structured breaks throughout the day. Student has individual clipboard (same board from tier 2) with pictures of break options, 10 token spots, feelings face and name, and the 5 classroom rules. Each piece is laminated with velcro. Students earns 10 tokens for doing helpful and compassionate things and for following directions quickly. Student A is allowed to pick her break and a snack once she earned 10 tokens. The breaks consists of playground, trampoline, sand, or art. I go with her as an assistance on the breaks. After each break she has to choose how she feels and at morning greeting choose the classroom rule she wants to work on for the day. Breaks are 15 minutes with a handheld timer for student to see. Structured breaks allows student to leave the classroom for a brain break. Breaks can be given strategically during stressful situations or when starting to get disruptive or irritated, so student will be removed and able to calm down. It allows students movement and time to refocus.
        (PBIS, 2019)
  - - - Student A has an individual and visual schedule of the whole day on her personal clipboard. It includes laminated pictures of the schedule for the whole day. It is changed each day to match student A's centers and specials. It is velcro to stick onto the board. It helps with routine and student A can look at the schedule to see what comes next. It provides student A with organization and better able to move from task to task more quickly and efficiently. It helps student A stay focused and if misbehaving able to show what she will miss. (PBIS, 2019)
- - - - Student B needs multiple breaks a day to help him stay focused. Breaks can include the whole class by doing movement activities on the Go Noodle website (dance or yoga). By doing breaks as a whole group it will be less distracting. Breaks can also consist of student B moving to a different seat, taking deep breaths, doing a quick movement activity like 10 jumping-jacks or job in place), stretching, etc). It gives student B a brain break and time to refocus. Breaks help get the blood moving and metabolism active. Breaks helps the student cool down from a stressful situation. (PBIS, 2019)
    - - Student B can benefit from a classroom job. It involves a physical task and moving around the classroom. It directs attention on positive behaviors and allows student to be helpful and teach responsibility. Some suggested jobs for student B to move around and that won't be distracting to others is distributor of materials and snacks, line monitor, center patrol (make sure all centers are clean), trash patrol, etc.
  - - - Providing Student B with a fidget just for school would be helpful. It needs to stay at school and be used to fidget only; not fight or be a big distraction to others. It could be one specific fidget or a container for a couple of fidget that the student could choose from throughout the day. This is will helpful since student B tends to find things on the floor to fidget with, so providing an actual fidget toy and explaining its propose will help student B focus. The student can stay on task and fidget at the same time. It will make student B happier and more content to have something to manipulate in his hands. (PBIS, 2019)
        suggested fidgets: fidget spinner, stress ball, stretchy string, mesh and marble, stretch bracelet glitter wand