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PBIS Case Studies (Case Study 1: Anxiety (Situation: Andy is always…

- - - - Tier 2: If the student is not improving after several months of tier 1 interventions, the teacher should move to tier 2. At this point, the student should be referred to a mental health specialist. And, in addition, they can begin working on a relaxation technique of their choosing. For example, if the student enjoys art, they can use drawing as a relaxation technique. The teacher should meet with the student and make sure they know it is okay for the student to draw during class whenever they begin to feel anxious.
        
        Tier 3: If the student is still not improving, tier 3 ideas can be implemented. It is important for students with severe anxiety to work with a mental health professional. Additionally, the student can meet with the teacher one-on-one to work on coping mechanisms and to do a self-assessment of their improvement.
        
        Tracking: Continuing to use the tracking forms from tier 1 and 2 will be helpful. Tier 3 has an emphasis on the student working with a counselor who will have their own tracking methods.
        
        Anxiety Log for Students: https://www.understood.org/en/friends-feelings/managing-feelings/stress-anxiety/download-anxiety-log-to-find-out-why-your-child-gets-anxious-or-stressed
      - Tracking: The teacher should take notes as these strategies are being implemented to monitor the student's progress. Are they able to focus more with things broken down into smaller pieces? Do flexible assignments help them feel like class is manageable? I like the General Tier 1 form found on the PBIS site here: https://www.pbisworld.com/data-tracking/
      - Another helpful resource: https://www.weareteachers.com/7-ways-to-help-students-who-struggle-with-anxiety/
- - - - Tier 1 (bullied students): In order to assist the students who have been bullied, the teacher has a few resources he/she can use. First of all, the teacher can teach the "stop, walk, talk" strategy. This strategy should be implemented into school procedures to prevent bullying and to help bullied students know how to deal with it. Students should be taught to: 1. Stop--indicate verbally and through gestures to stop 2. Walk--walk away from the problem if it continues 3. Talk--tell a teacher if the issue is not resolved
        
        If this method doesn't work, bullied students may need extra assistance to work through their pain. It should also be noted that many bullied students keep the bullying to their selves. It is important to know the signs of bullying. Then, praise the student's courage to speak to you and offer an ear to listen. Don't jump to solutions and be sure the student feels safe. If necessary, a teacher can bring parents/a counselor into the situation.
        
        Resources for helping bullied students
      - Tier 2 (Andy): If the student does not respond to the strategies used in tier 1, the teacher can move to tier 2. The teacher must remember to monitor the student's progress (or lack their of) to determine next steps. The teacher should begin conversations with the school counselor to make them aware of the situation. In addition, the teacher should implement a self-monitoring program with the student. Allowing the student to self monitor will give them freedom and hopefully help them understand and learn to cope with their aggression.
        
        Tier 3 (Andy): If the self-monitoring program doesn't work for the student, it is best to fully involve a counselor. The student should be referred to a counselor and should begin counseling sessions. If the student's behavior is not improving, the student could be suspended or expelled from school. However, that is not a productive way to fix behavior. Alternatives to suspension include community service, loss of privileges or in school suspension.
        
        Tracking: Understanding a student's family life will be helpful in understanding their aggression and dealing with it. So, in addition to continuing the above tracking forms, a teacher can also add the Parent Questionnaire.
        
        Tracking: The self-monitoring can be tracked through a variety of worksheets/check-lists and through weekly (or daily) conversations between the student and the teacher.
      - Tracking: The general tracking form found on the PBIS website will be helpful in tracking aggressive behavior: PBIS General Tracking