Student Case Studies and Interventions

Daily Behavior Form

Roger

Leonard

Comparison

References

Behaviors

Blurting

Disrespect towards friends

Off task during transitions

Avoids schoolwork

Behaviors

Frequent bathroom breaks

Pretends to do work by writing and erasing

Has difficulty accepting responsibility and often makes excuses

Poor performance on assessments

Assessment

Undue Attention

Assumed Inadequacy

Even though both students have a tendency to avoid work, the fundamental reasons seem to be different. One student is seeking attention because they only feel like they matter when they are receiving attention. The other student assumes they cannot do things and is worried about how they will be judged so they give up without trying because then they have not failed.

Both of these approaches rely heavily on giving students more attention. They both use a lot of praise so that students feel valued and can build self-esteem. For the student who requires more attention the focus is on not giving them attention when misbehaving, but redirecting quickly and finding opportunities to praise them when they are on track. For the student who lacks confidence attention centers around building confidence and helping the student when needed as well as building a rapport.

Tier 1

Positive Praise: Use when student is stuck, when student exhibits correct behaviors, and at a 4:1 ratio

Non-Verbal Cues: set up non-verbal cues for behavior so feedback is quick direct and doesn't call attention to the student

Boost self-confidence, increase resilience, and increase student's drive

Touch Base with Student: check in at the beginning and end of day to start day positively and reflect on successes at the end of the day. Check in during work to give support when needed

Show student that you care and support them, help model positive attitude and growth-mindset, gives student opportunity to clarify

Reassurance: when student struggles, gets frustrated, or is about to give up

Model perseverence, give students examples of successes, validate feelings, show that you care

Positive Praise: give student positive feedback when student is behaving appropriately

Give student a classroom job

Give student feedback right away, but without giving a lot of attention for misbehavior

Give student attention when desired behavior is displayed

Show student that they are valued and give them an opportunity for extra attention in a positive way

Here there is a lot more of a difference in the two interventions. For the student who feels inadequate, they will be taught how to deal with difficulty with coping skills. They will be assigned a mentor to help encourage them and set goals. And they will be given peer tutoring so that they are able to feel immediate support and be able to ask questions in private. The student who seeks attention will work with a rewards system to help give them incentive to earn praise and will start using a daily behavior form and contract to get consistent feedback on behavior

Tier 2

Teach Coping Skills

Mentoring

Peer Tutoring

Rewards System

Daily Behavior Form

Behavior Contract

Helps empower the student and teaches them to be more assertive

Help give student more support and encouragement as well as set goals for the student

To give student an opportunity to receive help in a more positive and less intimidating way as well as give them more opportunities for assistance

Provides student with more of an incentive and helps increase opportunities for positive feedback

Give student consistent feedback on behavior, increases motivation, and gives more on-on-one support

Holds student accountable, increases buy-in, and increases motivation and effort

Tier 3

At this point there is much more divergence in the apporach as one student is mainly recieving academic support whereas the other student is receiving behavioral support.

Structured Time-Out

This allows a student who is acting out in order to seek attention a way to receive a consistent consequence that does not give them extra attention

Daily Behavior Form

Behavior Contract

Response to Intervention

Mentoring

Peer Tutoring

Student may need assistance because they are struggling academically. Give student support to help them understand the content

This should be done with the whole class so that students do not feel singled out and because these approaches would help build a positive classroom climate

This can be done with a smaller group of students who are still struggling after interventions

This response to intervention should be done at this point with this student, although it may be done classwide or with smaller groups to address other issues

Clasrroom jobs and positive praise may be classwide as they will help build a positive classroom climate. Non-verbal cues could be classwide, but it may benefit this student to develop cues for them as the student can participate in the process and remember the cues/respond to the cues better.

A rewards system may be done classwide, but the behavior contract and behavior forms should be done with students who need them.

At this point the emphasis would be on this particular students behavior and focusing on ways to provide them with support in correcting/modifying their behavior

A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System. (n.d.). Retrieved from https://www.pbisworld.com/.

Songco, D. (2009, December 16). One Final TouchIf a child. Retrieved from https://www.slideshare.net/dsongco/effective-parenting-improving-parentchild-communication/9-One_Final_TouchIf_a_child.