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Positive Behavior Intervention Supports (Disorganized Student,…

- - - - Antecedent Behavior Consequences Log
      - Parent Questionnaire
      - Student-Self Assessment
      - Reward System
        Why:It provides students with positive feedback and helps reinforce positive behaviors and expectations.
        When:When students have frequent incomplete and missing work
        How: Positive notes sent home for demonstrating good behavior and meeting expectations.
        Praise for performing expected behaviors.
      - Behavior Meeting
        Why:It provides constant, updated, and relevant information for managing behaviors in school and at home, so keeps home and school on the same page.
        When: When a student is at Tier III, regular and consistent behavior meetings are absolutely essential and necessary
        How: Have all relevant documents ready with a copy for each person at the meeting, like behavior plans, student contracts, functional behavior assessments, data tracking forms, etc.
        Always highlight something positive about the student.
      - Individual & Visual Schedule
        Why: It provides a visual reminder and cue of what to do and what is coming and helps student to initiate tasks more quickly and efficiently
        When: When students exhibit significant disorganization and when students fail to complete tasks in a timely manner and/or lose or misplace work.
        How: Remind the student frequently to refer to their schedule when they don’t know what to do, are finished with the current task, are inattentive, off task, unfocused, distracted, etc.
- - - - Daily Behavior Form
        Why: It provides students with more one on one help, support, and intervention and improves school/home communication.
        When: When students exhibit persistent behavior problems
        How: Utilize a daily behavior form, chart, or report card.
        Rate the student for each period, hour, etc in the areas you decide to put on the form or chart
        Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly
      - Behavior Meetings
        Why: It provides constant, updated, and relevant information for managing behaviors in school and at home, so keeps home and school on the same page.
        When: When a student is at Tier III, regular and consistent behavior meetings are absolutely essential and necessary.
        How: Politely state the expectations for conduct during the meeting, like no swearing at one another, yelling, rudeness, etc, and explain that if someone becomes too disruptive, they may step out for a moment to gather themselves, but if the issue continues, the meeting will be adjourned and rescheduled
      - Student Self-Assessment
      - Problem Behavior Survey
      - Parent-Questionnaire
      - Self-Monitoring
        Why: It promotes independent and responsible behaviors and improves self awareness and reflection
        When: When students have poor attention, focus, and impulse control.
        How: There are many ways to implement a self monitoring system or intervention with students, but basically, the technique involves sitting down with the student, defining the behavior(s) to address, and choosing and implementing an intervention or system by which the student can keep track of their own behavior and progress toward the behavioral or other goal. Checklists and charts may be used by students to keep track of their behaviors