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Positive Behavior Intervention Supports Case Studies By: Katherine Smith
Positive Behavior Intervention Supports Case Studies
By: Katherine Smith
Case Studies
Tantrums/Out of Control: Anthony
Anthony is an 11th grade student who throws frequent tantrums in class. Anthony gets so worked up that he will stand up and become aggressive toward other students. He has even threatened other students with violence. On more than one occasion he has tried to attack another student. He is very vindictive and often smiles while taunting other students. He is unable to calm himself down and will shout over anyone who attempts to help him. Anthony has thrown chairs and other objects around the classroom. Anthony frequently walks out of the classroom without permission.
Tier 2 Interventions
Daily Behavior Form
Holds Anthony accountable on a daily basis
Counselor Referral
Allows an adult other than the teachers to give their undivided attention to Anthony
Structured Breaks
Provides Anthony with a cool down time
Data Tracking
Daily Behavior Form
School Counseling Referral Form
Office Referrals
Tier 1 Interventions
Remove from Room
Provides an opportunity to address Anthony, who feeds off of having an "audience"
Frequent Contact Home
Helps establish and maintain behavioral limits that are consistent between school and home
Avoid Power Struggles
Breaks the cycle of escalation, tension, intensity, etc.
Data Tracking
Office Referrals
Tier 3 Interventions
No Passing Time
Anthony will be accompanied by the community coach during transitions to prevent conflicts and fights with students and staff
Seclusion & Restraint
If Anthony becomes a threat to himself or others, he will be placed in a hold and removed from all classes for the day. He will spend the day alone in academic intervention.
In-School Suspension
Anthony spends a portion or all of the day in academic intervention if he is unable to function in the regular classroom. When he calms down, he may do some community service around the school.
Data Tracking
Daily Behavior Form
Office Referrals
Tardiness: James
James is a 12th grade student who is often late to first period. When he is in school, he hangs around in morning assembly for too long or stops in other teachers room's on the way to first period. When there is a quiz or test first period, he typically does not come to first period at all, although he is usually in school for the later periods. While he says he intends to do well in school, his binder is very disorganized. It appears that little or no attempt is being made on James part to fix the behavior.
Tier 3 Interventions
Attendance Meetings
Regular attendance meetings with James and his parent/guardian keeps everyone on the same page
Reward Systems
Help motivate James to attend first period with rewards such as candy, snacks, etc. when other interventions have failed
Structured Time-Out: Missing First Period with No Make-Ups
James will be kept in the cafeteria with other tardy students for the entirety of first period. James will receive a zero for classwork or assessments missed.
Data Tracking
Time-Out Log
Parent Questionaries
Tier 2 Interventions
Attendance Contract
Holds James accountable for his actions
Counselor Referral
Provides James with more one-on-one support
Check-in, Check-out
James will check-in and check-out with the community coach at the beginning and end of each week. James will have teachers fill out a behavior/attendance log throughout the week.
Data Tracking
School Counseling Referral Form
Tier 1 Interventions
Data Tracking
Record notes on tardiness in PowerSchool
Talk One-on-One with Student
James is more likely to listen when the discussion is done away from other students
Acknowledging Positive Behaviors
Recognize James when he is punctual and ready for class to encourage the behavior
Talk to Parent
Makes sure everyone is on the same page with the situation
References: PBISWorld.com (n.d.). Retrieved October 27, 2019, from
https://www.pbisworld.com
Compare/Contrast:
The main difference between James and Anthony obviously lies in the severity of the disruption. James's behavior primarily affects James, while Anthony's behavior affects Anthony, other students, and staff. Anthony's behavior is also potentially dangerous. Because of this, you see a much quicker escalation in the types of interventions used for Anthony when compared to James. Anthony is being removed from the classroom as a tier 1 intervention while James is not given a structured time-out until tier 3. Most of the tier 3 interventions for Anthony would never be used as an intervention for James as they mostly relate to student and staff safety. Contact home is present for both students, but it is emphasized that the contact be very frequent for Anthony. Both students are referred to the counsel in tier 2 as their disruptions likely have a root cause that the teacher is not well-equipped to handle alone.