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Applying Positive Behavior Intervention Supports (PBIS) to Case Study…
Applying Positive Behavior Intervention Supports (PBIS) to Case Study
Case 2 : Elliot, 5 year old is unable to work independently
Frequently ask teacher or other students for help
Needs lots of one on one attention
Becomes agitated and frustrated when faced with challenging tasks
Acts helpless
Hands in incomplete or unattempted work
https://www.youtube.com/watch?v=THzaVoXAUMY
Interventions
Tier 2
If those interventions are not effectives please move to Tier 3
Peer Tutoring
Peer tutors should be those students that are capable of working with others well and who grasp the concepts and ideas well enough to explain to others
Peer tutoring may be done as a structured and routine procedure or on an as needed basis, depending on the students needs and peer tutors
https://www.youtube.com/watch?v=Y8CVNSbfthA
Reward System
- Give to Elliot :
Small items as rewards for following rules and procedures, including stickers, erasers, pencils, crayons, books, etc
Earning privileges/free time for meeting expectations
Data tracking chart to track behavior points and rewards
Print it here :
https://www.freeprintablebehaviorcharts.com/singlebehaviorcharts.htm
Tier 3
Response To Intervention (RTI)
is an academic based intervention addressing primarily academics rather than behavior
Determine and test the academic deficit areas of Elliot
Implement an academic intervention targeting the specific academic deficit area
https://www.youtube.com/watch?v=nkK1bT8ls0M
Forced Choice Reinforcement Survey
Student, parents and teacher are involved here
When students do not respond to rewards
When a student is disinterested in school work, following directives, rules, expectations, etc
Data tracking : Forced choice survey
Download the form here
https://pbisworld.com/wp-content/uploads/Forced-Choice-Reinforcement-Menu.pdf
Tier 1
If those interventions are not effectives after 6 months please move to Tier 2
Alternative Modes Of Completing Assignments
Verbally giving answers
Drawing a picture, graphic, diagram, etc.
Have Elliot do a demonstration or experiment
Natural Consequences
Have Elliot explain the connection between their actions and the outcome, cause/effect
Ask Elliot what he will do differently next time
https://www.empoweringparents.com/article/why-you-should-let-your-child-fail-the-benefits-of-natural-consequences/
Data tracking :
Daily Positive Behavior chart
to follow Natural Consequences
Break Down Directions
Simplify your language
Be very concise and clear
Have Elliot repeat and explain each part of the directions back to you and then all the directions after they have all been gone over
https://www.youtube.com/watch?v=T1MGdEOWIp0
Case study 1: Attention Deficit Hyperactivity Disorder (ADHD/ADD)
Matthew, 5 years old
Often leaves seat in classroom
Often runs about or climbs excessively in situations in which it is inappropriate
Has difficulty finishing thoughts and tasks
Is easily distracted
Is unable to follow more than one step directions or gets off task in the middle of following a one step direction
https://www.youtube.com/watch?v=vQRh_VMA7Vc
Interventions
Tier 2
If those interventions are not effective please move to Tier 3
Counselor Referral
IMPORTANT! You MUST get written consent & permission from the student’s legal guardian before proceeding with school counseling services
Teach Relaxation Techniques and Mindfulness
https://www.youtube.com/watch?v=uOlIdmMK_zM
Behavior Intervention Plan (BIP)
for students with ADD and ADHD to track information on Matthew’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc
Behavior Intervention Plan (BIP)
Download it here :
https://www.pbisworld.com/tier-2/behavior-intervention-plan-bip/
Tier 1
If those interventions are not effectives after 6 months please move to Tier 2
Break Down Directions
Simplify your language
Be very concise and clear
Have Matthew repeat and explain each part of the directions back to you
https://www.youtube.com/watch?v=T1MGdEOWIp0
Structured Routines
A class schedule can be posted with words and pictures
Ask Matthew what is next in the routine and remind him when a period is ending soon
Colors, shapes, and other similar things can be used to symbolize the various parts of the routine
Data tracking :
Daily Positive Behavior chart
to give positive reinforcement to Matthew when he is following well the routine
Seating Disk, Stress Ball Or Fidget
Explain to Matthew that those are tools, designed to help him stay focused in class
Tier 3
Check In Check Out (CICO)
The program consists of students daily checking in with an adult at the start of school to retrieve a goal sheet and encouragement, teachers provide feedback on the sheet throughout the day, students check out at the end of the day with an adult, and the student takes the sheet home to be signed, returning it the following morning at check in
Data tracking :
Check In Check Out tracking form
s
Collaboration With Matthew's Physician And/Or Mental Health Provider
Relay to the therapist or physician exactly what behaviors or issues are observed in school and what interventions are utilized
Request strategies, interventions, suggestions, tips, etc from the therapist or physician, getting the information sent in written form when possible
