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Applying PBIS to Case Studies (: (Case Study #2 Case Study FG Challenging…

- - - - Interventions
        
        Tier 2
        
        Teach Relaxation Techniques: FG gets overwhelmed easily. When he is having a bad day, he could benefit from some relaxation techniques like deep breathing, journaling, scribbling, visualizing, or by simply taking a break.
        
        Data Tracking: Functional Behavior Assessment (FBA): When FG doesn't seem to respond to these interventions, give him FBA. Teacher would complete FBA form by gathering information from parents, other teacher and staff that work with FG.
        
        Once FBA has been completed, the teacher can develop a BIP (Behavior Intervention Plan) based on the data and results. This would help monitor FG's behavior intensively.
        
        If these interventions are still ineffective, move to Tier 3.
        
        Self Monitoring: FG shows compulsive behaviors and needs emotional regulation. Teaching him how to self monitor would help him increase his ability to cope up when the need arises. He would know how to look for triggers that cause negative behavior and hopefully avoid those triggers.
        
        Sensory Tools: Since FG has ADHD, he needs soothing and effective fidgets to help him focus. Use of sensory tools such as stuffed animals, blankets, stress balls would help him improve focus and attention.
        
        Tier 3
        
        Check In Check Out: When FG fails to respond to all other interventions, hopefully this one would help. This would help the teacher focus on which options fit best given the circumstances. FG will meet with a mentor and at pre-determined times to discuss daily events and behavioral goals at the start and end of the day. Click for more detail
        
        Collaboration with Student's Physician or Mental Health Provider: The teacher should speak with the parent about the need for communicating with FG's therapist. Consent forms are required. Advice and tips would be helpful for FG's teacher.
        
        Data Tracking: Behavior Specialist Referral Form The Behavior Specialist will work with FG, his parents, and teachers to come up with a behavioral intervention plan specifically customized for FG.
        
        Forced Choice Reinforcement Survey: This is helpful as part of FG's BIP when he can't directly express what motivates him and if he does not care about change and rewards. This would allow the teacher to discover what potential reinforcers FG prefers. FCRS Form
        
        Tier 1
        
        Reassurance: FG needs assurance that he is good enough and that he does not need to compare himself to others.
        
        Daily Planner: FG would benefit from having a planner to track his schedule. He would remain organized as he knows his responsibilities for the day. This would help him organize his things and see what needs to be done next without feeling overwhelmed.
        
        Daily Tracking: Use Daily Positive Behavior Tracking Form This would help FG monitor the targeted behavior he is working on on a daily basis.
        https://www.pbisworld.com/data-tracking/
        
        If these interventions are not effective, move to Tier 2.
        
        Listen to Music: FG would benefit from listening to relaxing music to calm himself whenever he feels anxious.
- - - - Interventions
        
        Tier 1
        
        Deep Breathing: Michael gets overwhelmed easily and he needs to be taught of what feelings to be aware of, what they feel like, which could be addressed through deep breathing.
        
        Reassurance: Michael craves and needs adult approval. Teacher should validate what he is feeling and experiencing.
        
        Data Tracking: Use Daily Positive Behavior Tracking Form This allows the teacher to observe, record, edit, modify the behavior that needs to be monitored.Michael would be able to visually see how his day is going and work on goals he has set for himself.
        (https://www.pbisworld.com/data-tracking/)
        
        If these interventions are not effective, move to Tier 2.
        
        Logical Consequences: Be calm and empathetic but give consequence upon first negative behavior. Consequences should be reasonable, matching severity of Michael's behavior.
        
        Tier 2
        
        Teach Coping Skills: Michael's teacher should model some coping and relaxing strategies to help him handle disappointments and meltdowns.
        
        Teach Conflict Resolution Skills: This would help Michael resolve daily conflicts with other students and adults. Teaching Michael how to verbalize his feelings in a healthy and calm way would reinforce positive behavior.
        
        Data Tracking: Student Self-Evaluation
        Michael can monitor his progress by filling out this form. He could reflect and evaluate if he is making progress or not. While doing this, he would be able to think of ways of how he could help himself better to manage his behavior.
        
        If these interventions are still ineffective, move to Tier 3.
        
        Behavior Contract: When Michael exhibits persistent behavior problems, the teacher could create this to provide structure, routine, consistency, and organization.(http://www.educationbug.org/a/behavior-contracts-and-emotional-disturbance.html)
        
        Tier 3
        
        Data Tracking: Behavior Specialist Referral Form The Behavior Specialist will work with Michael, his parents, and teachers to come up with a behavioral intervention plan specifically customized for Michael.
        
        Behavior Intervention Plan: This would provide a more intensive intervention and monitoring. Michael's teacher would track his behavior including emotional difficulties, frustration, anxiety, fear, etc. This could also be discussed to parents and ask parents to support their child.
        
        Counselor Referral: This would increase specificity of interventions and support that caters to Michael's needs.
        
        Data Tracking: School Counseling Referral Form
        
        Behavior Meetings: Both school and home would be on the same page. This would take interventions seriously as both parties discuss ways to improve Michael's behavior.