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Positive Behavior Intervention Supports : (PBIS) -Sue Lee - (Disruptive…

- - - - Strategies to Redirect Behavior
        
        Acknowledging Positive Behavior
        Why?
        Recognize students for following rules, directions and participating is one of the most effective ways for managing and correcting unwanted behaviors. Students respond better to positive reinforcement then negative.
        When?
        When students are showing appropriate behaviors such as: following the rules, staying on take during class, using materials properly, being nice to another student. It should be used as frequently as possible and for every big and small things students do correctly.
        How?
        When a student is seen behaving appropriately, express excitement and show that you are please. Studies indicates a 5:1 ratio. 5 praise and approvals for every 1 criticism. It is important to give praises even more frequently to problem students.
        
        Card Flip
        Why?
        It provides limitation for students with teacher being in control of the environment. It is a great visual cue for students to be reminded of the rules and expectations.
        When?
        When a student's actions are disruptive enough to require a formal consequence. Such as failing to follow the school rules and guidelines to breaking classroom rules and procedures.
        How?
        When a student breaks a rule, he/she must point out which rule was broken on the list of classroom rules displayed in the classroom. Teacher and student should have a short discussion about how student should act differently to avoid breaking the rule. Afterwards, student flip their card on the card board. This process must be consistent and it must be on point.
        
        Take a Break
        Why?
        It allows students to be away from a stressful situation and provides time to cool down. Taking a break can also help students to "reset" and return with a fresh mindset. It can help avoid a power struggle between teacher and the student.
        When?
        Some of situations may include:
        
        When teacher notices a student becoming frustrated with a task
        
        When two or more students are engaged in a conflict or getting annoyed with other another
        
        How?
        Teacher can keep a card with the word "Break" and a hand held timer somewhere in the classroom where all students can have access them. Student can cool off in the provided place for a "break". When the timer goes off, student can return to their desk. Either the student or teacher may initiate a break, but it is best that the student can identify the need to take breaks appropriately.
      - Data Tracking Systems
        
        Stay Seated Chart
        
        This chart can help students to be motivated to stay in their seats during class.
        
        Card Flip Chart
        
        This chart can be displayed in the classroom as a visual cue and reminder to help students to keep record of their behavior.
        
        Weekly Break Time Chart
        
        This chart helps to log break time for students. It has different colors to identify the "Break Levels" green sticker being preferred break, yellow sticker being modified break, and red sticker being not preferred break.
      - Tier 2
        
        Date Tracking Systems
        
        Check In and Check Out Chart
        
        Daily chart of feedback from the teacher to take home.
        
        Three Expectation Chart
        
        Expectation Chart to enforce the main problem behaviors for students.
        
        Daily Schedule and Visual Chart
        
        Daily visual chart for student to mark off when the task is done successfully.
        
        Strategies to Redirect Behavior
        
        Check in and Check Out (CICO)
        Why?
        It improves students' accountability and internalizes success and accomplishment of goals. It provides feedback on a daily basis.
        When?
        When other interventions and other techniques have failed and student is continuing to show disruptive behaviors.
        How?
        The program has daily checking sheet. At the start of the day, student has to check in with an adult and is given a goal sheet. Throughout the day, teacher writes feedback on the sheet, and at the end of the day, student check out with an adult. The checking sheet goes home with the student and returned the next day with parents' signature.
        
        Daily Behavior Form
        Why?
        It provides students with one on one support. It provides routine and organization for the student and school/home communication for teacher and parents
        When?
        When students repetively break classroom procedures and shows persistent emotional difficulties.
        How?
        Teacher can make daily behavior form and chart as a tool to keep account of student's behavior throughout the day. The chart can have the main problem behaviors that student's need to work on and teacher and student can mark the chart accordingly. The chart goes home with the student for the parents to sign and reviews the process of the student's daily behavior.
        
        Individual & Visual Schedules
        Why?
        It provides more specific routine and instruction for student's daily procedures in class, between classes and during unstructured times. It provides a visual reminder and cue of what to do and what is expected.
        When?
        When students need more structure and often get lost or off task.
        How?
        Explain the schedule to the student. Student can mark each item off the schedule as they complete them. The schedule
        
        Tier 3
        
        Strategies to Redirect Behavior
        
        Behavior Intervention Plan
        Why?
        It provides more intensive intervention Student can be monitored with increased support around the student.
        When?
        When student shows consistent and significant behavior problems that interfere with their learning and/or others in the class.
        How?
        Decide on which date tracking form is most effective in tracking the student's behavior. After analyzing, meet with the student,parents and support staff to review and discuss the behavior plan. It is important to keep track and have regular reviews of the student's progress to the plan.
        
        Mentoring
        Why?
        It provides personal connections and buy-in for students. It also helps students to feel like someone is supporting and cheering them on.
        When?
        When student seems to have little guidance or support in the home.
        How?
        An assigned mentor should stay with the student throughout the course of this intervention. Mentors should be encouraging and supportive. Mentors should help set goals and solutions with the student.
        
        Functional Behavior Assessment (FBA)
        Why?
        It provides more information about student's behavior by collecting data and patterns. It helps to identify the root causes of behavior and allows to create an appropriate and effective behavior plan.
        When?
        When it is unclear why the behavior is occurring and student seems to engage in the same behavior regardless of consequences.
        How?
        Begin with filling out a Simple Functional Behavior Assessment (SFBA) form, if the SFBA does not provide enough insight, then move on to Intensive Functional Behavior Assessment (IFBA) form. When complete the FBA forms, make sure to gather all information and date from student's records, parents, teachers and other school staff.
        
        Data Tracking System
        
        Behavior Intervention Plan
        
        This form allows to collect description of targeted behavior.
        
        Functional Behavior Assessment
        
        This form allows to collect data to form an effective behavior plan for the student.
        
        Parents Questionnaire
        
        A form for parents to provide information about the student through their eyes and how they behave at home.
- - - - Strategies to Redirect Behavior
        
        Break Down Directions
        Why?
        Some students get overwhelmed by too much information give at once, by breaking down direction , student can focus on specific parts and tasks
        When?
        When student seems to overwhelmed by the assignment or task
        How?
        Re-read or re-state directions one section at a time with simplified words. Have the student repeat the instruction back.
        
        Non-Verbal Cues
        Why?
        It is a discrete and quick way to redirect students without calling attention to the student in a negative way.
        When?
        When student is losing focus during instruction time and needs redirecting
        How?
        Meet with the student individually and come up with possible sign to use in class. Practice the signs with the student and explain that this will be a special way of communication in class.
        
        Use Timer
        Why?
        Some students can work better when provided with predictable structure.
        When?
        When student lose focus on task and takes too long to complete the work.
        How?
        Get a small timer for the student and for each assignment, set a time for student to complete it.
      - Data Tracking Systems
        
        Behavior Chart
        
        "I listened the first time" chart may help motivate students to stay focused and build self-esteem as the chart get filled.
        
        Frequency Behavior Chart
        
        This chart help keep data of how many steps and how often the student needed redirection through out the day.
        
        Self Reflection
        
        This form can allow student to reflect on their actions and express their emotion through pictures and words.
      - Tier 2
        
        Strategies to Redirect Behavior
        
        Daily Behavior Form
        Why?
        It provides structure, routine and consistency for the student on a daily basis.
        When?
        When students continue to engage in the behavior problems during class.
        How?
        Create a chart with the student's main behavior problems. Discuss the chart with the student and mark the chart accordingly. Send a copy of the chart home for parents to sign and review with the student.
        
        Behavior Contract
        Why?
        It provides students with more one on one support and it is a positive reinforcement to keep student accountable
        When?
        When student consistently fail to complete daily school requirements
        How?
        Discuss with the studen on their daily behavior and decide on the main problem behavior. Put the problem behaviors on the contract. It is important to consistently do follow-ups to keep student accountable.
        
        Organizational Tools
        Why?
        It increases student responsibility and helps to develop a daily routine for the student
        When?
        When student consistently misplace school work or items. When student continues to display no sense of organization
        How?
        Create a checklist for student to mark off for each task. It is best to set a routine for student to follow.
        
        Data Tracking Systems
        
        Behavior Check list
        
        This checklist provides student to reflect on their behavior on a daily basis.
        
        Take Home Rule Sheet
        
        This form is a great tool to remind student to talk about the rules with their parents at home. This helps parents to be involved with behavior management.
        
        Behavior Contract
        
        This form can be a positive reinforcement tool for students.
        
        Tier 3
        
        Data Tracking Systems
        
        Individual Counseling Check form
        
        This form may help student to process their emotions and it can be a great tool to keep track of the progress of the student.
        
        Counselor Referral Form
        
        This form can help keep track of the needs of the students when referring to a counselor.
        
        RTI Progress Form
        
        It form is a great way to keep track of the student's process during RTI.
        
        Strategies to Redirect Behavior
        
        Counselor Referral
        Why?
        Before proceeding, it is important to have a consent from the student's legal guardian. It can provide specific support according to the needs of the student.
        When?
        When a student requires individualized help and solutions to address their issues.
        How?
        For planned referrals, have the student set up a day and time to meet with the counselor. For unexpected incident that may need counselor's support, send the student down to the counselor with a note.
        
        Response to intervention (RTI)
        Why?
        Many students act out due to being behind academically and failing to understand the work. It can help reduce behavior problems and increase coping skills.
        When?
        When student is acting out to avoid work or withdraws from group or pair work.
        How?
        RTI is a 3 tiered system where each tier of intervention targets specific academic deficits. Tier 1 targets a whole class, tier 2 small groups or pairs, tier 3 individual students.
        
        Teaching Coping Skills
        Why?
        It can improve student's self-confidence and independence. It can help students to be more assertive.
        When?
        When student has a melt down or have trouble expressing emotions appropriately.
        How?
        Always try to use active listening skills and use calm voice. Be firm when it is necessary to set boundaries.