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POSTIVE BEHAVIOURAL INTERVENTIONS
By David Maguire, Tier 2 Interventions:…
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How to do it?
- There are many ways to implement a self monitoring system or intervention with students.
- Basically, the technique involves sitting down with the student, defining the behavior(s) to address, and choosing and implementing an intervention or system by which the student can keep track of their own behavior and progress toward the behavioral or other goal
- The self monitoring interventions may include visual cues, like pictures, gestures, etc by which the student may be reminded to address the behavior indicated for intervention
- Checklists and charts may be used by students to keep track of their behaviors
- Indicators, where the student, when they see or hear something, know they need to address the behavior
Why to do it?
- Promotes independent and responsible behaviors
- Promotes independence and self esteem
- Increases coping abilityImproves on task behaviors
- Increases productivity
- Improves self awareness and reflection
When should I do it?
- When students have poor attention, focus, and impulse control
- When students are disorganized, scattered, etcWhen students have trouble being prepared, forgetting materials, homework, etc
- When students are overly talkative or social
- When students exhibit chronic or compulsive behaviors, like tapping, making sounds, etc
- When students demonstrate other off task behaviors or difficulties attending
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How do I do it:
- Speak in calm, neutral tone
- Provide the student with two or more choices that you will fully accept, for example, “you can either do your work sitting at your desk or sitting at the table”
- Have the student decide in ten seconds, or you will choose for them, for example, “I gave you several choices. If a choice isn’t made within 10 seconds, I will choose for you” (this prevents the choosing process from going on all day)
- Present the entire class or group with choices when assigning work, for example, “Students, you can either do the odds or evens, you choose”
- Give choices when rewarding, for example, “Johnny, do you want computer time or a fancy pencil?”
When should I do it:
- Offering students choices should be a regular part of classroom management and strategyWhen telling any student to do something or giving a directive
- When a student is reluctant to do something
- When a student is stuck on making a decision
- When a student engages in a power struggle or is argumentative
- When students become oppositional and defiant
- When students make excuses
- When students are reluctant
- When giving consequences
- When giving rewards
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Before you start, a few important points
- Try multiple interventions
- Each intervention should be tried for a minimum of 4 weeks, & more than 1 intervention may be implemented at the same time
- Collect and track specific data on each intervention tried & its effect
- If your data indicates no progress after a minimum of 6 months, you may consider moving to tier 2 interventions
The student may:
- Seem disinterested and unengaged.
- Have trouble learningHave a poor sense of self
- Have a short attention Have limited peer interactions
- Display varying degrees of boredom and indifference
- Dislike school,
- have bad school experiences
- Be unable to read or a weak reader
- Frequently say “I don’t know”
- Have complicating home or environmental issues
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Low / No work completion
Common features of such students
- Become frequently frustrated and discouraged with work
- Have little home support and involvement
-little or no participation or interest
- Have poor organizational skills
- Give many excuses
- Fail to consistently follow expectations for work completion
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How do I do it:
- PBISWorld.com School Reward Dollars.pdf (simply type in your school name to customize them!)
- Give the student the Forced Choice Survey 1 to determine what type of reward they prefer and will be most likely to work toward
- There are numerous reward systems and strategies, please click on and explore the links below to choose an idea(s)
- Some basic reward systems include:
- Token economy where students earn a token, check mark, sticker, etc for meeting predetermined goals, which they can use to buy or earn a reward after a certain number
- Praise for performing expected behaviors
- Earning privileges for meeting expectations
- Earning free time for meeting expectations
- Positive notes sent home for demonstrating good behavior and meeting expectations
Small items as rewards for following rules and procedures, including stickers, erasers, trinkets, pencils, crayons, snacks, drinks, books, candy, etc
When should I do it:
- When students exhibit chronic behavioral problems
- When students demonstrate low and persistent motivation, effort, and interest
- When a student refuses to do work or follow behavior guidelines
- With oppositional and defiant students
- When students have poor attention and focus
- When students are impulsive
- When students consistently fail to meet behavioral and academic expectations
- When students frequently break the school and classroom rules
- When students have difficulty getting along with others or interact inappropriately with others
- When students have frequent incomplete and missing work
Why should I do it:
- Provides students with positive feedback Students respond to positive reinforcement best
- Helps reinforce positive behaviors and expectations
- Provides incentive
- Increases motivation, buy-in, and effort
- Produces a challenge with a pay-off
- Creates incentive
- Improves behavior and academics
- Increases on task and attending behaviors
- Produces immediate and quick results
- Provides a visual concrete reason for students to work toward behavioral and academic goals
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How do I do it:
- Utilize a daily behavior form, chart, or report cardDecide 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.
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