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Case 1: The Disrespecter/Defiant Student (Tier 1 Interventions (Tier 2…

- - - - (PBISWorld, n.d.)
        
        Utilize a daily behavior form, chart, or report card
        
        Decide on the main problem behaviors and put these on the chart
        
        Explain the procedure with the student
        
        Rate the student for each period, hour, etc in the areas you decide to put on the form or chart
        
        Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly
        
        Depending on the form you use, you may give the student a new form each day or the form may have space to rate the student for the week or month, etc.
        
        Review the student’s daily behavior and marks with them in a productive manner, discussing how they felt they did, why, and what to change or do differently the next day, etc.
    - - (PBISWorld, n.d.)
        
        Use one or more of the “Data Tracking Forms” below to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc
        
        After tracking the behaviors, you may or may not choose to perform a Functional Behavior assessment, which takes the behavior data and helps you to analyze it and decide on why the student may be engaging in the behavior
        
        After tracking and analyzing the behaviors function, utilize one of the behavior plan forms below to create a plan as to which specific behaviors you will address and what specific interventions and class supports you will provide to address the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent
        
        Meet with the student, teachers, parent, and support staff to review the behavior plan, giving copies to everyone and having everyone sign the plan
        
        Implement the behavior plan for 2-4 weeks, using a data tracking tool below to track progress, and then meet with the team again (student, teachers, parents, support staff) to review progress and make any necessary changes
        
        Regular reviews of the students progress and adjustments to the plan should occur about every month
    - - (Restorative Practices, 2014)
        
        Students that are disturbed by the student will share a circle time with the child to share their feelings about what has happened and how it has affected them.
        
        Teachers will sit with the student on set times each week or biweekly to share with the child how their behaviors have affected them.
        
        Teachers, parents and student will sit together to discuss how the behaviors of the student has affected them.
        
        Where possible, the student will be asked to explain their behaviors and given a proper forum to share their feelings as well.
    - - Counsellor Referral
        
        (PBISWorld, n.d.)
        
        IMPORTANT! You MUST get written consent & permission from the student’s legal guardian before proceeding with school counseling services
        
        Counselor referrals may be planned or spontaneous
        
        For planned referrals, have the student set up a day or days and times to meet with the counselor ahead of time and provide the student with reminders
        
        You may walk the student down or send another student to walk down with the student to the counselor
        
        The counselor may also come to the room to retrieve the student
        
        Be vigilant of students abusing counselor referrals as a means to avoid work or something else
        
        If you suspect students are abusing the intervention, create a card where they have to check off each time they see the counselor, limiting them to a certain number of visits per period, for example 3 visits a week or 1 visit a day, etc.
        
        For spontaneous referrals where an incident happens and the student unexpectedly requires counselor support, send the student down to the counselor with a note briefly explaining what happened, or send the student down and call and explain to the counselor the issue
      - Mentoring
        
        (PBISWorld, n.d.)
        
        Read the RESA mentoring presentation below. If you cannot open the document, save it to your desktop and then convert it from its current format, pptx, to a PowerPoint slideshow, ppt, using this website: http://www.freefileconvert.com/
        
        Mentors should be voluntary
        
        Keep the student with one mentor, don’t switch around
        
        Mentors should not set out to “fix” the student and all the student’s issues
        
        Mentors should be supportive, encouraging, and engaged
        
        The student/mentor relationship is all about connecting and establishing a rapport and trusting relationship
        
        Mentors should try to do something fun or engaging with the student, like shooting a basketball, playing cards, or talking about a common topic of interest
        
        Mentors should listen, listen, listen! Use active listening with students
        
        Mentors should help students to set goals, plans, and solutions
        
        Mentors only need meet with a student once a week for 15 or so minutes. Also considered is the 2X10 Strategy
      - Structured Break Time
        
        (PBISWorld, n.d.)
        
        Make a laminated card with the word “BREAK” on it
        
        Provide student with hand held timer setting the timer for no longer than five minutes
        
        Identify a safe and non-disruptive area to go (by or in office works)
        
        Student returns when timer goes off
        
        Thank the student for leaving and returning so cooperatively. Give encouragement to student upon return.
        
        Explain the process to the student and have them practice it before implementation
        
        Either the student or teacher may initiate a break, though it is best when the students can identify the need for and take breaks appropriately
        
        If the students abuses the break card intervention, set limits on the frequency of use to deter this
      - Data Tracking: Problem Behavior Survey - teachers will perform this survey every two weeks and the frequency and severityof problem behaviors will be tracked over the weeks during the Tier 3 interventions. A drop in problem behaviors will show the effectiveness of the program.
  - - - (PBISWorld, n.d.)
        
        Studies indicate a 5:1 ratio, or, 5 confirmations, praise and approvals for every 1 criticism or disparagement.
        
        Give praises even more frequently to problem students.
        
        When a student is seen behaving appropriately, paying attention, being on task, prepared for work, sitting quietly, being kind to others, etc, make a remark to the student about how happy or proud you are to see what they are doing appropriately. You could also say to the student, “Good Job”, “I like what you are doing”, “You are doing __ so well!”, etc.
        
        IMPORTANT! When giving praise, it is essential that you display a positive affect or demeanor while doing so. Express excitement and that you are pleased. This will increase the effectiveness of the technique.
        
        Praise logs of positive behaviors recorded and shared with parents each week.
    - - (PBISWorld, n.d.)
        
        Always deliver consequences with a neutral and flat emotional state and tone, remaining calm and collected and avoiding matching the potentially escalated state of the student
        
        Be brief, succinct, to the point, and avoid lecturing when giving consequences
        
        Deliver the consequence, expectation, etc, and then walk away
        
        Give a consequence for the behavior every time it happens and avoid partiality
        
        Always give the same consequence or group of consequences for the same behaviors
        
        Keep a visual list in the classroom of the consequences
        
        Discuss the consequences with the students occasionally, ensuring they understand and know what the consequences are, why, and what for, having them give examples and repeat them back
        
        Use simple language
        
        Always make sure the student knows why and what they are getting the consequence for
        
        Try pointing to the specific consequence on the visual list rather than lecturing students verbally
        
        For younger students, make a visual consequence list with pictures rather than words, or a combination of pictures and words
    - - PBISWorld (n.d.)
        
        This technique takes a lot of patience, support, self-control and self-talk
        
        Keep responses brief, to the point, and succinct, and avoid lecturing, talking at length, or patronizing
        
        Use a calm and neutral tone
        
        DO NOT match the emotional level of the student, rather remain calm, cool, and collected
        
        State the expectation, then walk away
        
        Offer several choices, give a timeline to decide within, and walk away
        
        Try stating the expectation and consequence, tell the student the choice is theirs, and walk away
        
        Try re-direction if student is able to be de-escalated
        
        Remove student from situation and discuss the issue after time to calm down
        
        Use reflective listening “I am hearing that you feel this assignment is unnecessary”
        
        Ask open ended questions
        
        Use body language that represents openness: If sitting keep legs uncrossed and lean toward the student, If standing keep arms uncrossed and legs open (people often mirror their emotional response with others’ body language, behavior, and words)
        
        Use humor
        
        Validate student’s feelings
        
        Tell the student you want to hear what they have to say, but you both need a break or breather before talking
        
        With belligerent students who argue or engage in conflict on purpose and with intentionality, tell the student you will talk with them later when they can do so appropriately and walk away or state the expectation and walk away
        
        Try keeping a list of rules and expectations on the wall or other visible location, and when a student attempts to engage you in conflict, simply point to the appropriate and relevant expectation on the list and walk away (you may want to explain this strategy to the student before implementing it)
        
        Create a class system or protocol for bringing up grievances, disagreements, complaints, issues, problems, etc
        
        Teach and practice a technique or method with the class on how to have a disagreement with others
        
        Ask the student trying to engage in a power struggle to go back to their seat and write their concerns on a paper, placing it on the teacher’s desk when completed
- - - - Counsellor Referral
        
        (PBISWorld, n.d.)
        
        The student will be referred to the counsellor's office at set times during the week to participate in play therapy.
        
        For other times, such as unplanned referrals, which result from the student's misbehavingof the behaviors listed in the BIP, the student will be asked to perform Restorative Justice Practices, such as community circles, community work, etc. (Restorative Practices, 2014).
      - Coping Skills Training
        
        (PBISWorld, n.d.)
        
        Follow the Optimistic Child Program
        
        Teach child how to recognize their emotions and thoughts that trigger these emotions.
        
        Teach the child how to self-assessments about their emotions and thoughts. For example, what do they believe true and the percentage of feelings that they believe it feels true.
        
        Teach the child how to self-talk their emotions and thoughts away with realistic statements and assess whether they actually believe those statements.
        
        Read about social super heroes who have strong coping, resillience, social skills. Have the student analyze their different and more effective ways of dealing with certain situations.
      - Behavior Intervention Plan
        
        (PBISWorld, n.d.)
        
        Use a “Behavior Tracking Form” to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc
        
        After tracking and analyzing the behaviors function, create a plan about the specific behaviors to address (depends on what behaviors are still lingering - scratching, disruptions, antisocial, etc.) and what specific interventions and class supports to provide to address the behaviors. This will include what is expected of the parent, teacher and student.
        
        Meet with the student, teachers, parent, and support staff to review the behavior plan, giving copies to everyone and having everyone sign the plan
        
        Implement the behavior plan for 2-4 weeks, using a data tracking tool below to track progress, and then meet with the team again (student, teachers, parents, support staff) to review progress and make any necessary changes
        
        Regular reviews of the students progress and adjustments to the plan should occur about every month
      - Data Tracking: Behavior Tracking Form of the behavior types, frequency, levels and antecedents.
    - - (PBISWorld, n.d.)
        
        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.
    - - (PBISWorld, n.d.)
        
        Create a list or outline of the steps in the routine or procedure the student needs work or reinforcement on, such as using language to solve their issues or the STEPS to solving conflicts.
        
        For each step of the process, develop a simple sentence to explain the step, for example 1) “tell others 'I don't like it when you do that,' 2) leave the environment, or 3) go talk to a teacher.
        
        Next to each step and sentence, utilize a picture to represent the action, either a generic image or graphic, or an actual picture of the student performing that step
        
        When the social story is complete, review it with the student daily before they perform that routine, procedure, or activity
        
        After the student learns the social story well, have them review it on their own before they perform that routine, procedure, or activity
        
        You may slowly wean the student off the social story as they consistently perform the task correctly
    - - (PBISWorld, n.d.)
        
        Utilize a daily behavior form, chart, or report card (Check In Check Out)
        
        Decide on the main problem behaviors and put these on the chart
        
        Explain the procedure with the student
        
        Rate the student for each period, hour, etc in the areas you decide to put on the form or chart
        
        Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly
        
        Depending on the form you use, you may give the student a new form each day or the form may have space to rate the student for the week or month, etc.
        
        Review the student’s daily behavior and marks with them in a productive manner, discussing how they felt they did, why, and what to change or do differently the next day, etc.
  - - - Conflict resolution skills should be taught and revisited on a regular basis and should include role playing to practice the skills
      - When students fail to use the taught skills, have them reflect on how they could have handled the situation or conflict and role play it with them
      - Model proper conflict resolution skills for your kids with any opportunity you get, and point out to the students afterward how you used the skills
      - Use the Social Thinking We Thinkers! series for teaching conflict resolution. Circle time at the beginning of the day will be used to review conflict resolution strategies towards the whole class, and not just the student.
  - - - Teachers and staff should talk to parents for both negative and positive reasons, like a student exhibiting good behavior or a student being sent to the office for poor behavior
      - When speaking to parents in person or over the phone, use a calm, neutral, and non-threatening tone
      - Make a list of key points to discuss before speaking to parents and try to stick to them
      - Always start conversations with parents saying positive things about their child and the parent
      - Use professional and appropriate language
      - Be sensitive and considerate
      - Be very aware of your body language and try to keep it neutral, for example, don’t cringe at a parent with poor hygiene or role your eyes when a parent is clearly lying
      - Know when to end a discussion with a parent, for example, when a parent begins to raise their voices, starts to become excessively animated, threatens, uses inappropriate language in an angry or threatening manner, stands up while speaking in an angry or threatening manner, will not listen to the teacher, become obstinate and belligerent, etc
      - Stop a discussion with a parent when you feel you are starting to become too angry, frustrated, agitated, etc to remain professional and appropriate
      - Don’t assume parents can read or fully understand papers, notes, their children’s’ home work, etc, rather, always offer to read letters, papers, etc for parents and always ask if parents understand what you are saying or reading, offering to re-explain it
      - Speak in plain language and avoid wordy or difficult to understand language
      - Set expectations, limits, and rules for discussion when you feel they have a high likelihood of becoming long, drawn out, hostile, tense, contentious, etc
      - Be thoughtful and considerate about when to include a student in a discussion with parents
      - Make sure you have a clear-cut goal or end to the discussion and make this clear to the parent early on
      - Provide parents with examples of whatever you are talking about with them regarding the student, like work samples, pictures, behavior logs and data tracking, etc
      - Speak with colleagues for advice, input, etc on parents they may have also dealt with and ask them to sit in on a parent conversation if needed
      - Document all parent meetings, talks, and contacts with a date, time, and a summary of the interaction
      - When necessary, like with hostile, difficult, angry parents, have an administrator join the parent contact
      - I plan to keep a behavior log of the student and set parent talks every two weeks about the positive behaviors and misbehaviors the child is showing in the class.
  - - - Pay attention to your natural movements and determine areas you can change your style to increase proximity to many students at once
      - When giving directions, maintain proximity to at risk students
      - Refrain from giving instructions the same way every time
      - Vary your teaching that will allow you to walk around the classroom
      - Place a student close to you in seating arrangements
      - “Proximity control can work to manage some behavior if it is used preventively or early. The main idea behind this technique is to put a teacher in close proximity to students who are showing signs of getting off task. If you know from prior experience that a particular group of students is likely to disrupt class, standing or sitting close to them while you lead an activity or give directions will quell a fair amount of the unwanted behavior.”