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PBIS: Positive Behaviour Intervention Supports (Module 4,…

- - - - SITUATION: Christine is a very bright, smart student. She studies a great deal more then the required readings and studied a lot of the material being covered in her previous school before transferring. Due to her advanced knowledge she tends to talk a lot in class when she wants to showcase how much she knows and then has a tendency to start distracting the teaching assistants by asking them personal questions, sharing gossip and ignoring the lesson being taught.
        
        Behavior Descriptions: Back talking, disruptive, distracting, gets up constantly, does not follow instructions, failing to transition appropriately, talks to others frequently, bothers other students. (pbisworld.com, 2019)
        
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        Functional Behavior Assessment (FBA)
        
        Individual & Visual Schedules
        
        Behavior Contract
        
        Structured Breaks
        
        Classroom Management Support
        
        It might become advisable to have a teaching assistant assigned to her in the class to engage & support her during the session.
        
        Counselor Referral
        
        Mentoring
        
        Reward System
        
        Setting up a reward system where Christine can gain extra recess time should she be willing to help tutor the students who are struggling would allow her to show her skill, challenge her ability to convey her knowledge and give her reason to participate.
        
        Note: Try multiple interventions
        
        It's clear that Christine is bored and needs additional stimuli. I would assign her additional tasks that are more challenging to inspire her growth mindset and keep her engaged during the lessons.
        
        Positive Praise when Good behavior & participation occurs.
        
        Redirection
        
        Speak with student in hallway
        
        If her distracting the others escalated during class, it would be necessary to talk to her in private in the hallway to ask her what is going on and why she is not engaging in the class and not allowing others to.
        
        Give choices
        
        It's important in this case to be aware of the root cause - she is in need of extra stimuli because she's ahead of the others in the class. I would give her choices of harder assignments that would give her the choice to prove herself in an academic way rather then being disruptive.
        
        Talk one on one
        
        It's a good practice to set up a private meeting with her to discuss how her behaviour is disrupting the other's learning though it's imperative to deliver the discussion in a growth mindset fashion with positive feedback and ask her questions.
  - - - SITUATION: Jill is a very intelligent student who has already received early acceptance to the university of her choice. She is from a privileged background compared to the other children and the only Muslim in the class. She enjoys debating controversy, especially concerning race & culture and likes to challenge the rest of the students in the class to debates of this nature. During class, after each student presents their project, Jill offers her feedback in a manner that is blunt and racially pointed to see how they react.
        
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        Peer Tutoring
        
        Because Jill is very intelligent and wants to showcase that, it is a good practice to assign her a peer who is struggling so that she can help them.
        
        Behavior Intervention Plan (BIP)
        
        Response to Intervention (RTI)
        
        Social Stories
        
        I think students like Jill will react very favourably to Social Stories because it contextualizes how she is feeling.
        
        Focus on the positives
        
        It's vital to not be negative about Jill's contributions to class discussion. Keep a growth mindset feedback with specific examples of her comments that are constructive and well reasoned.
        
        Avoid power struggles (PBISworld.com, 2019)
        
        Use a calm & neutral tone
        
        Validate Student's feelings
        
        It is important not to ignore Jill's feelings about her race and culture. It would be beneficial to the class to discuss in a more structured context and allow the class to respond in a safe environment for all.
        
        "Create a class system or protocol for bringing up grievances, disagreements, complaints, issues, problems, etc" (PBISworld.com, 2019)
        
        Tell the student that I will talk with her later & walk away.
        
        Behavior Descriptions: Lack of courtesy, frequent engagement of confrontation, dismissive, does not think highly of others, always feels they are right, have no regard for others feelings. (pbisworld.com, 2019)