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Positive Behavior Intervention Supports (PBIS) (Case 1 - Lack Of Social…

- - - - Seem emotionally immature
        
        Seem to interact and navigate environment in an awkward, weird, or odd manner
        
        Annoy, Poke, hit, tap, or get the attention of other then run away
        
        Poor interactions with other
        
        Have a poor concept of appropriate times and places to say certain things
  - - - When
        
        When a student is upset
        
        When you have addressed a student in class several times about a behavior or other issue
        
        When a behavior has caused disruption to the class or the student’s day
      - How
        
        Validate student’s feelings:
        
        Aggression: “I know that you got mad after that”
        
        Sadness: “ I can see you are sad about this”
        
        Anxiety: “When you tap your feet, I’m guessing you are worried about the test”
        
        Confrontation: “I need to talk to you about your calling your friend a name”
        
        Teach alternatives:
        
        “When you get worried about your tests, try to think of all the tests you’ve taken and done great on”
        
        “Tell me some things you could have done differently” “The next time, you get mad, try walking away and taking a break”
        
        Keep responses brief, succinct, and to the point
        
        When a student is emotionally upset, hurt, etc, use an empathetic tone and body language
      - Why
        
        It provides the student a chance to state his thoughts and feelings
        
        It gives cool down time for both you and the student before discussing an issue
        
        Enables many students to open up more and disclose thoughts, concerns, or worries they might not disclose while in the class and in front of others
        
        Indicates to the student the seriousness of the problem, behavior, or situation
  - - - When
        
        When students seem out of place, ostracized, or isolated
        
        When students appear socially awkward, weird, out of place, etc
        
        When students do or say weird, silly, inappropriate, or out of place things
        
        It is important to teach all students appropriate social skills with any and all opportunities
        
        When students are rude, short, pushy, etc
        
        1 more item...
      - How
        
        Play social skill activity
        (Webster, J.,2019, May 16).
        
        Modeling:The teacher and an aide or another teacher enact the social interactions you want students to learn.
        
        Video self-modeling: You videotape the student performing the social skill with lots of prompting, and edit out the prompting to create a more seamless digital recording.
        
        Cartoon strip social interactions: Comic Strip Conversations, these cartoons let your students fill in the thought and speech bubbles before they role-play a conversation. Research has shown that these are effective ways to help students build social interaction skills.
        
        Role-playing:Practice is essential for maintaining social skills. Role-playing is a great way to give students an opportunity not only to practice the skills they are learning but also to teach students to evaluate each other's or their own performance of skills.
        
        Do the social skills worksheet
        
        http://www.theworksheets.com/s/Social+skills+Worksheets
      - Why
        
        Improves student interactions
        
        Helps students make friends
        
        Teaches students to follow rules, expectations, procedures, etc
        
        Helps students improve daily social functioning
        
        Helps students to function better in classes
  - - - When
        
        When students consistently fail to compete daily class/school requirements
        
        When students exhibit persistent emotional difficulties, like frustration, anxiety, etc.
        
        When students exhibit persistent behavior problems
      - Why
        
        Provides students with more one on one help, support, and intervention
        
        Provides structure, routine, consistency, and organization
        
        Improves school/home communication
        
        Provides structure, routine, consistency, and organization
      - How
        
        Decide on the main problem behaviors and put these on the chart
        
        Rate the student for each period, hour, etc in the areas you decide to put on the form or chart
        
        Depending on the form you use, you may give the student a new form each day or the form may have space to rate the student for the week or month, etc.
        
        Review the student’s daily behavior and marks with them in a productive manner, discussing how they felt they did, why, and what to change or do differently the next day, etc.
        
        Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly
        
        Utilize a daily behavior form, chart, or report card
- - - - When
        
        When a student’s emotions and/or behaviors need to be deescalated
        
        When student is beginning to be argumentative or confrontational
        
        When a student is refusing to follow a directive
        
        When two or more students are engaged in conflict, argument, or are just getting annoyed with one another
        
        When a student gets off task and is beginning to be disruptive but not problematic
      - Why
        
        To provide students with a cool down time
        
        Can help students to “reset” and return to a task fresh
      - How
        
        Ask the student to move to a specific seat other then their own (tell them specifically which seat you want them to move to)
        
        Apply this concept to an entire class or school by creating a cue or key word, that when said or done, indicates that all students are to swap seats with someone else
  - - - When
        
        When a student requires more support and attention to address or solve a problem, issues, etc.
        
        When students need more specific and individualized help, solutions, and plans to address issues
        
        When students are over emotional and cannot calm down in an appropriate and brief amount of time
      - why
        
        Provides students with more one on one help, support, and intervention
        
        Makes student feel secure
        
        Increases specificity of interventions and supports and tailors them to the student
        
        Frees the teacher up to continue teaching the rest of the class without having to stop to speak or counsel a student in the hall or away from the class
        
        Provides the student with the full attention of an adult
      - How
        
        For spontaneous referrals where an incident happens and the student unexpectedly requires counselor support, send the student down to the counselor with a note briefly explaining what happened, or send the student down and call and explain to the counselor the issue
        
        You may walk the student down or send another student to walk down with the student to the counselor
        
        The counselor may also come to the room to retrieve the student
        
        Counselor referrals may be planned or spontaneous
        
        Be vigilant of students abusing counselor referrals as a means to avoid work or something else
        
        If you suspect students are abusing the intervention, create a card where they have to check off each time they see the counselor, limiting them to a certain number of visits per period, for example 3 visits a week or 1 visit a day, etc.
  - - - How
        
        Conflict resolution skills should be taught and revisited on a regular basis and should include role playing to practice the skills
        
        When students fail to use the taught skills, have them reflect on how they could have handled the situation or conflict and role play it with them
        
        Model proper conflict resolution skills for your kids with any opportunity you get, and point out to the students afterward how you used the skills
        
        Provide the think sheet
        
        Use Trash talk vs. Real Threat (pre-lesson to bullying lesson)
      - When
        
        Conflict resolution skills are good to teach all kids in your classes at the beginning of the year and then again once a month to keep the strategies fresh in kids minds
        
        When students bicker, argue, and fight a lot
        
        When you lose time due to student conflicts and disagreements
        
        When a student is being suspended a lot due to fighting and conflicts with students.
      - Why
        
        Reduces tattling, bickering, and disruptions
        
        Reduces teacher’s time “putting out fires”
        
        Enables and empowers students to be more independent and highly functioning
        
        Many students lack the basic skills necessary for solving and resolving daily conflicts with other students, adults, authority figures, etc
  - - - Poor interactions with other
        
        Talk about inappropriate things and/or make sexual comments
        
        Make inappropriate innuendoes