Please enable JavaScript.

Coggle requires JavaScript to display documents.

Positive Behavior Intervention Supports (Scenario 1: Disruptive and Off…

- - - - The student can pick an appropriate signal for redirection.
        
        Practice with him/her and explain that you will use this signal when they need to refocus.
        
        Positive reinforcement:
        Create a cue for when the student is doing something well.
        
        -Smile
        -Thumbs up
        
        -Shaking the head " no"
        -"One minute" finger signal
  - - - Use phrases like:
        
        "Good job"
        
        "I like what you are doing."
        
        Expressing excitement and showing the student the teacher is pleased increases the effectiveness of acknowledgement.
  - - - Redirection should be short and succinct.
        
        Teacher should continue with what they are doing so as not to derail the entire class.
      - Redirection can also be non-verbal.
        
        Use eye-contact or proximity control to inform student that s/he is not behaving appropriately.
  - - - One-on-one, the teacher and student discus and practice this procedure.
        
        Provide the student with a hand-held timer pre-set to five minutes and a laminated card with the word "BREAK" on it.
        
        Either the student or the teacher may initiate the break by simply holding up the laminated card.
        
        During this time, the student can go to the carpet, or another designated safe zone, where s/he can get a snack, play with a puzzle, or color.
        
        When the timer goes off, the student should return to the activity at hand.
        
        Praise the student for leaving and returning without disrupting others.
- - - - When students are given the option to complete an activity in a way that best reflects their learning style, the come more more likely to complete work and become more engaged.
        
        Some alternative modes of completing assignments include:
        
        • Verbally giving answers
        
        • Drawing a picture or diagram
        
        • Acting out an assignment
        
        • Using a computer to type out an assignment
        
        • Doing a demonstration or experiment
  - - - Forced Choice Survey: determines what type of reward the student would prefer.
        
        Some basic reward systems include:
        
        • Earning privileges or free time
        
        • Positive notes sent home
        
        • Small items such as trinkets.
  - - - A teacher would volunteer to meet with the student at least once a week for 15-30 minutes.
        
        Active listening is an important part of this practice.
        
        Building a connection or a good rapport with the student is also vital and can be achieved by engaging a student by talking about a common topic of interest or playing a game.
        
        Over time, help the student set up academic goals, plans, or solutions.
        
        Meet on a weekly basis to discuss whether these goals are being met and/or if they need to be amended or updated.
  - - - A student checks in daily with an adult at the beginning of the day. They retrieve a goal sheet and encouragement.
        
        Teachers then provide feedback on the sheet throughout the day.
        
        At the end of the day, the student checks out with an adult.
        
        The sheet is then taken home, signed and returned the following day at check in.
        
        This intervention increases accountability and can lead to maintenance free responsible behavior, habits, and efforts.