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Student: Franny, age 6 (Tier 1 Interventions (Acknowledge positive…
Student: Franny, age 6
Case Study
Franny is a 6-year-old, 1st grade student. Her behavior is best described as disruptive. She is often distracting her peers during lessons by laying down on the rug, making faces, and talking to her neighbors. She will leave the classroom often without asking for permission and will not come back in a timely manner, so often will need to be retrieved by the teacher. During independent working time, she is frequently drawing on her work instead of completing the assignment. She will also talk to her table mates when the expectation is to work quietly– a behavior that distracts both herself and her classmates. She also will continuously sharpen her pencils until they are small to avoid doing her work.
Tier 1 Interventions
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Have her take a break
Franny will benefit from taking a break away from the group when reminders to follow expectations do not result in a change in her behavior. She (and the whole class) should be told ahead of time that sitting in the "take a break" location is simply a chance for her to reset so that she can come back ready to focus and do what is needed in that period of class. Students of this age may feel that taking a break is a punishment or equivalent to a "time out," so it should be made clear to them that doing so is instead to give them the chance to start fresh when they are ready to return.
Tier 2 Interventions
Reward system
If Franny is not motivated to do first time listening simply by getting a good score on her her behavior chart, a reward system will be included in meeting the chart goals. If she meets her goal for the day, she will earn a small reward, such as being able to do a desired activity for 10 minutes at the end of the day. First grade students are usually very motivated by rewards so providing her with the opportunity to earn them will help her be successful while at school.
Tier 3 Interventions
Behavior meeting
If Franny's behavior did not improve with the interventions described in Tier 1 and Tier 2, I would set up a meeting with her parents. It is always helpful to meet with parents to gain a better understanding of our students and what may be leading them to act out in class. Parents can provide a much deeper insight into the lives of our students so that we can come up with some different techniques to help them. It can be helpful to know if similar behaviors are occurring at home, and if so, then parents may be able to share some strategies they use that work for their child. If the behaviors are not occurring at home then it is necessary to think about what it is about the school environment that is triggering the child to misbehave.
Data Tracking System
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I would also fill out a school counselor referral form so that the counselor could come and observe Franny's behavior in class. She/he would then be able to provide both me and her parents with some strategies that may be helpful for us to use with Franny both inside the classroom and at home, if necessary.
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