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PBIS in the Classroom (Disruptive Behavior (INTERVENTIONS (TIER 1 …

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        Behavior Contract:
        The student seems that he might be suffering from a lack of structure and accountability. Thus, a behavior contract sounds like the kind of thing that might give him that responsibility he needs to feel like he is the one in charge of, as well as responsible for, his actions.
        
        TIER 3
        Self Monitoring:
        This student has always responded poorly to forced, direct intervention, so it's important that this process feels student-centered and has a high degree of personal autonomy. Self monitoring provides the right balance of student-driven goal setting and instructor-led direction to promote in-depth analysis of behaviors, and the goals associated with it.
        
        TRACKING
        The Self-Monitoring Worksheet:
        The student will have his own worksheets, probably one per week with fields for each day, where he can reflect. This is a nice solution because his own reflections and self-monitoring becomes the tracking in and of itself.
        
        Detailed Methodology
        At this point, we will sit down with the student and explain that other things haven't been working, and that now he has to be responsible. We will phrase this in a way that tells him only he, not teaches, are responsible for his behavior and it's up to him to keep tabs on his own path of growth and conduct.
        
        TRACKING
        Student Self Assessment:
        This give the student the tools he needs to really break down his owe behaviors and ask himself if he has met the terms of the contract. First, we'll do this on a daily basis, then, pending success, it can become a weekly thing.
        
        Detailed Methodology
        This is a great opportunity to give the student some ownership of his own behavior. This contract can be developed by both teacher and student together, discussing the importance of certain items listed on the contract. That way the student feels like he's played an active role in the process.
      - TRACKING
        Card Flip:
        This is a nice visual way for the student to really see his behavior play out. He is familiar with soccer, so it will be easy to relate to this system.
      - Detailed Methodology
        If the student begins to walk around, speak in a distracting way to others, or just make noise in general, a quick and decisive reminder of the task at hand should be enough to bring him back. I have actually used this method on him before and it is often successful
- - - - TIER 3
        The Praise Game:
        Because Student A has such a hard time being singled out and put on the spot, this intervention sounds really good. It also has the benefit of promoting those pro-social behaviors to the entire rest of the class, reinforcing what most of them are already doing correctly.
        
        TRACKING
        Parent Questionnaire:
        If things progress to Tier 3, we need to dig deeper to get to the root of the problem. At this point, I'd send out the parent questionnaire to Mom and Dad. Hopefully this will provide some insight to the root of the issue at hand. It is important to stress the importance of this to the parents so they really take it seriously and answer honestly.
        
        Detailed Methodology:
        The class is already divided into teams of 4, and they have separate point categories to reflect their team behavior. The praise game is thus an easy modification to address the student's behavior. All this takes is modeling and pointing out the behaviors that are desired. The two behavioral areas would look like "Speak respectfully to your teammates" and "Include your friends in your activities". These two behaviors would likely eliminate a lot of the student's issues.
      - TRACKING
        Behavior Intervention Data Tracker:
        This is a much more detailed look at student behaviors. This will let us really focus on 3-5 specific behaviors, such as name calling or accusations, and find out if the behavior is decreasing or increasing in regularity.
      - Detailed Methodology:
        The idea of creating and consuming stories is one this class has latched on to. The narrative is a helpful learning device, and it is a great way to make their learning process fun, enjoyable and relatable. This would entail doing a little one-on-one work with the student during snack or break time where these scenarios could be fleshed out. For example, what do we do if someone is whispering across the table. We could ask them what they are talking about rather than immediately attacking.