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Positive Behavior Intervention Supports (PBIS) Sarah-Jane Basso (The…

- - - - Strategies to Redirect Student Behaviors
        
        Individual Work Space
        Why:
        Helps students with poor attention and focus
        Students are more easily managed
        Increases attending behaviors
        Improves work production and listening
        Minimizes distractions
        When:
        If a student is off task, inattentive or distractible
        If a student is acting out, disruptive, off task, talking etc
        If a student has trouble starting and maintaining work production
        How:
        Study carrels or dividers
        Set up a separate work space for the student near the teacher
        Individual table
        Look for natural dividers from the buzz of the classroom
        
        Engage Student
        Why:
        Helps students to "buy in"
        Improves student performance, participation, attention and focus
        Encourages involvement
        Improves self confidence and self esteem
        Decreases behavior, distractions, off task behaviors and interruptions
        Establishes a rapport and they then become more invested
        When:
        When students have attention difficulties
        When classroom norms are not working
        When there is limited participation
        If the students are off task
        Before or after class is a good time to build rapport
        How:
        Listen to the student
        Call on them during instructional time
        Greet the student in the morning
        Spend some free time with the student
        
        Proximity to Students
        Why:
        The more distance there is the more chance of behavior problems
        Can be a subtle re direction technique
        Lets the student know you are aware of them
        When:
        When they are off task
        When you know a student has the ability to lose focus often
        How:
        Maintain proximity to the student
        Place student close to your seating
        Vary your teaching so you can walk around
        Refrain from giving instructions the same way every time
      - Tier 2
        
        Strategies to redirect student behaviors
        
        Daily Behavior Form
        Why:
        Provides students with more one-to-one help
        Holds students accountable on a daily basis
        Provides structure, routine, consistency and organization
        Promotes self-responsibility
        Improves student buy-in
        Increases student motivation and effort
        When:
        If students are unorganized
        When students fail to complete requirements and assignments
        How:
        Utilize a daily form or chart
        Explain the procedure with the chid
        Send a copy home to parents
        Review form with student and mark in a productive manner
        
        Structured Breaks
        Why:
        Helps students with poor attention and focus
        Gives fidgety kids and those who have trouble sitting still for periods an opportunity to get up and move
        When:
        If a student gets off task
        If a student moves around a lot
        If a student seems to have lost focus and attention
        If a student needs help redirecting or refocusing
        When a student seems bored, tired etc
        How:
        Make a laminated cared with "BREAK" on it
        Provide student with hand held timer
        Thank student for being responsible about break
        Student or teacher can initiate a break but must be appropriate
        
        Check In Check Out (CICO)
        Why:
        Improves accountability
        Increases structure
        Provides feedback and adult support on daily basis
        Improves and establishes daily home/school communication and collaboration
        Improves student organisation, motivation, incentive
        Helps students to self monitor and correct
        Leads to maintenance free responsible behaviors, habits and effort
        When:
        When a student is completing little to no work
        When a student is not doing homework
        When a student is not participating, being involved or takin part in the learning process
        When kids have poor organization
        When a student demonstrates low motivation and effort
        How:
        The Cico intervention, from the book Responding to Problem Behavior in Schools 2nd Ed: THe Behavior Education Program, is a highly effective research based intervention and can be changed and adapted to suit any school or situation
        
        Data Tracking Systems
        
        Student Self Assessment
        
        This will allow the student to see where they really are. It may help to encourage them to see what they need.
        
        Parent Questionnaire
        
        Sometimes there are external reasons for behavior. Tapping into the parents knowledge of the child and what they are like at home is valuable information that can be used to help.
        
        Data Tracking Forms
        
        This is an extension to Tier 1 forms - you can pick whatever type you like to track the information on what is relevant to the child in your class.
        
        Tier 3
        
        Strategies to Redirect Student Behaviors
        
        Reward System
        Why:
        Provides Positive Feedback
        Provides Incentive
        Increases motivation, buy-in
        Produces a challenge with a pay off
        Creates incentive
        Increases on task and attending behaviors
        Produces immediate results
        Provides a visual concrete reason for students to work toward behavioral and academic goals
        When:
        If students demonstrate low and persistent motivation, effort and interest
        When students have poor attention and focus
        When students have frequent incomplete and missing work
        How:
        Small items as rewards
        Positive notes sent home
        Create incentive rewards with the student
        Earning privileges or free time
        
        Forced Choice Reinforcement Survey
        Why:
        Provides valuable insight as to what type of rewards and incentives a student desires or prefers
        Gives direct feedback from students perspective
        Quick and easy
        Gives good data for developing bahavior plans and reward or incentive system
        When:
        When students do not respond to rewards
        When nothing seems to motivate a student
        When a student is disinterested
        When you need to know what might motivate a student
        How:
        Download Forced Choice Reinforcement Survey
        Read it or have the students fill out on their own
        Tally score
        
        Mentoring
        Why:
        Provides a student with a personal connection and buy-in
        Increases student motivation
        Source of accountability and encouragement
        When:
        When students exhibit very little motivation and effort or just do not seem to care about work
        When students do not respond to anything else
        
        Data Tracking Systems
        
        Student Learning Style Survey
        
        As teachers we need to know what type of learner we have and what they will respond best to. This give us an idea of what direction to go in with lessons and follow-up work.
        
        School Counseling Referral Form
        If you have tried numerous attempts at motivating and engaging students and nothing is working you may need to seek assistance from school counselors.
        
        Functional Assessment Checklist
        
        It is important to understand who the whole child is. Is this behavior seen across the board in all classes? Is there a pattern? This tool allows you to track what is happening with other teachers across the school.
      - Data Tracking Systems
        
        Simple Behavior Charts
        
        These Behavior Charts work well when you want to focus on one behavior. I think if you start small and use charts like these to promote one thing at a time the student can stay encouraged and easily succeed.
        
        Self-Monitoring Assignment Sheet
        
        This allows the student to be responsible for their own actions. It can also be a document that is shared with home and school.
        
        Hand Raising Tracking Form This is a way to see how much the student participated. The participation level can be celebrated, help to build confidence and encourage further participation with an unmotivated student.
- - - - Strategies to redirect student behaviors
        
        Reassurance
        Why:
        Some students need verbal attention
        Some students need adult attention/approval
        It shows students you care and are invested
        When:
        If a student gets frustrated
        If a student is anxious
        If a student is upset
        If a student is agitated
        If a student is insecure or shy or wants to give up
        How:
        Validate what a student is feeling
        Normalize the feeling
        Instill confidence in the student
        Identify a similar time when the student succeded
        
        Teach Coping Skills
        Why:
        Improves self confidence and self esteem
        Improves independence
        Helps students to be more assertive
        Decreases time spent helping with meltdowns etc
        Helps to empower students
        Good lifelong skills
        Improves student problem solving
        When:
        If a student frequently has melt downs, experiences anxiety or falls apart and cries
        If a student has issues with friends
        If a student has trouble with conflict, decision making etc
        If a student cannot express appropriate emotions like sadness, disappointment etc
        When you frequently have to stop to console a student
        
        Teach Relaxation Techniques
        Why:
        Students can get overwhelmed easily
        Many students want to be successful but have not yet developed all the skills necessary which can lead to anxiety
        Provides a break
        Provides students a way to manage their emotions
        Has positive physiological benefits especially decreased stress hormone levels
      - Data Tracking Systems
        
        Self Monitoring Assignment Sheet This allows the student to be responsible for their own actions. It can also be a document that is shared with home and school so the parents can see how the day went.
        
        Tier 1 Intervention General Tracking Form
        
        This form allows educators to track goals and outcomes. It allows teachers to see the big picture and especially with anxiety can allow the teachers to see where and when the student is being affected and what intervention works and what does not.
        
        Behavior and Other Charts
        Feelings Charts are great tools to help children communicate how they are feeling. Often times, using printable feeling charts will help a child open up about other concerns or questions!
      - Tier 2
        
        Data Tracking Systems
        
        Student Self Assessment
        
        This will allow the student to have a level of self awareness and to become more aware of what the triggers are.
        
        Parent Questionnaire
        
        This is such valuable information. Especially when a child has anxiety, we need to see where the triggers are and where he/she feels comfortable.
        
        Student Learning Style Survey
        
        When a child has anxiety they may not be able to clearly communicate when or how they feel comfortable during the day at school. This is a tool that can really allow us to pinpoint what our learner needs on a day to day basis
        
        Strategies to Redirect Student Behavior
        
        Self Monitoring
        Why:
        Promotes independence
        Increases coping ability
        Improves self awareness and reflection
        When:
        If students are off task
        If students have poor attention
        If students have trouble being prepared
        When students exhibit chronic or compulsive behaviors
        How:
        Sit down with the student to address the behavior and what you think might help, this will be in the form of an intervention system that the student can keep track of.
        Students can create notes or checklists to help
        Students can look for triggers for these behaviors (An anxious student will start to realise what triggers the anxiety)
        
        Nonverbal Cues and Signals
        Why:
        Creates a working relationship with the student without calling attention to the student in a negative manner
        Is discrete and quick
        Makes student more comfortable
        easy to do and effective
        Improves and builds student confidence
        When:
        If a student has a problem talking in front of the class
        If a student does not participate or volunteer
        How:
        Meet with student to discuss how they communicate in a special way
        Have the student pick the sign to use
        Practice
        Set up a cue with the student
        
        Peer Tutoring
        Why:
        Creates a safe and less embarrassing setting and climate for students to ask questions
        Allows more opportunities for assistance
        Helps students get to know each other and make friends and trusted relationships
        Increases student trust and rapport
        Helps free up the teacher
        When:
        If a student needs frequent help
        If a student is nervous to ask for help
        If a student gets overwhelmed
        If a student asks frequent questions
        How:
        Peer tutors need to be students that work well with others and can explain concepts easily
        Peer tutoring can be done as structured or on an as needed basis
        Ground rules should be given to peer tutors
        
        Tier 3
        
        Data Tracking System
        
        School Counseling Referral Form
        If you have tried numerous attempts at motivating and engaging students and nothing is working you may need to seek assistance from school counselors.
        
        Functional Assessment Checklist
        
        The Functional Assessment Checklist for Teachers and Staff - Positive Behavior Interventions and Supports was designed to be an efficient strategy for initial functional behavior assessments and to build behavior support plans. If we need additional information across the board this is a good way to check in and it is not a lengthy checklist.
        
        Referral to Behavior Specialist Form
        
        If you have tried all other interventions and are at the end of your resources, including the school counselor, you may need to refer to a specialist. Often Anxiety in children can be dealt with by teaching them techniques and implementing special strategies, however, there are times when Anxiety can be quite extreme and the student may need the support of a specialist.
        
        Strategies to Redirect Student Behavior
        
        Collaboration with Student's Physician and/or Mental Health Provider
        Why:
        Provides valuable outside perspective, ideas, strategies, understanding, interventions etc
        Provides additional support for staff
        Injects knowledge and information from an additional professional
        Increases scope and reach of behavioral team
        Gives a good wrap around view of students life
        Provides consistency between home and school
        Helps school deal with issues that may be beyond their ability
        When:
        If a student has significant mental or emotional health issues
        If a student has issues beyond the scope of the school
        If a student is taking medication
        If a school intervention seems ineffective
        If a student responds better to outside therapist
        How:
        Speak with a parent about the need
        Have parent sign consent form
        Keep a log
        Invite therapist to behavior meetings with team
        Communicate with parents and therapist openly
        IMPORTANT - CONSENT MUST BE GIVEN AND EVERYTHING IS KEP CONFIDENTIAL
        
        Counselor Referral
        Why:
        Provides student with more one-to-one help
        Increases specificity of interventions and supports and tailors them to students
        Reduces anxiety and pressure on students
        Provides student with full attention of adults
        Makes student feel secure
        Frees the teacher up to teach the class
        When:
        If students are over emotional and cannot calm down
        If students needs are greater than what the class teacher can provide
        If a student needs more privacy than what the teacher can provide in the classroom
        How:
        Referrals can be spontaneous or planned
        Follow the school procedure for flagging and setting up appointments etc
        
        Mentoring
        Why:
        Provides a student with a personal connection and buy-in
        Increases student motivation
        Source of accountability and encouragement
        When:
        When students exhibit very little motivation and effort or just do not seem to care about work
        When students do not respond to anything else