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Positive Behavior Intervention & Supports for a Middle School Student,…

- - - - Strategies to assist student cope better
        
        Help Student Start Assignment:
        Why?: Prevents students from becoming discouraged and giving up before they really get into an assignment; Helps students gain confidence and reassurance; Promotes a spirit of team work whereby the student doesn’t feel they are alone when they get stuck.
        When?: When a student shows signs of being overwhelmed, anxious, unfocused, disorganized, lost, unmotivated; When a student is reluctant to begin, sustain, or complete work; When students have learning or other disabilities or challenges.
        How?: Have the student read and explain the directions then move on to the first item; With assignments you foresee many students needing help to start, try doing the first few problems on the board with the entire class, asking the students questions about what to do, how to do it, and why; After several problems, encourage the student that they can do the next items on their own
        
        Break Down Assignment:
        Why?: Provides student with small, frequent, attainable goals; Helps disorganized students maintain better organization and order; Helps students focus on the item or problem at hand; Improves students’ perceptions of the work and assignments.
        When?: When a student is reluctant to begin, sustain, or complete work; When an assignment is longer, larger, more complex, or has many parts or sections; When students have learning or other disabilities or challenges.
        How?: Determine what might be hardest/easiest for student. Have them do the easy items or the hard items first, which ever they prefer; For items with multiple part questions, have the student separate each part or question of the item into individual lines, having them focus on them one at a time; Have students verbally repeat back the parts of an assignment or task
        
        Positive Praise:
        Why?: Some students need outward motivators; Provides encouragement; Builds rapport and trust, Boosts confidence, self-concept, and self-esteem; Helps embed an internal desire to try, succeed, and persist; Helps students to push through difficulty, barriers, blocks, etc
        When?: When students are stuck, frustrated, getting bogged down; When students exhibit good behavior, expectations, help others, show generosity, share; When you want to increase a positive behavior; When a student steps outside their comfort zone, looks embarrassed, seems to feel stupid, takes a risk.
        How?: Praise can be done either quietly or if the student is motivated by peer approval, can be done in front of the class; Repeat praises if the student seems unconvinced at the first stating of the praise; Praise can be verbal or physical .
      - Data tracking systems
        
        Classroom behaviour evaluation individual
        
        This form will help the teacher monitor students effort levels in class.
        
        Intervention General Tracking
        
        This allows the teacher to track interventions implemented
      - Tier 2
        
        Strategies to assist student cope better
        
        Individual & Visual Schedules
        Why?: Helps student to initiate tasks more quickly and efficiently; Provides a visual reminder and cue of what to do and what is coming; Addresses specific needs and students.
        When?: When students are frequently off task, inattentive, and unfocused; When students need more structure; When students get lost or have difficulty figuring out what is next in the daily routine.
        How?: Sit down and explain the schedule to the student and how they will use it, where they will put it, etc; Remind the student frequently to refer to their schedule when they don’t know what to do, are finished with the current task, are inattentive, off task, unfocused, distracted, etc
        
        Counselor Referral
        Why?: IMPORTANT! You MUST get written consent & permission from the student’s legal guardian before proceeding with school counseling services; Provides students with more one on one help, support, and intervention; Reduces anxiety and pressure on student; Makes student feel secure.
        When?: When a student requires more support and attention to address or solve a problem, issues, etc; When students need more specific and individualized help, solutions, and plans to address issues; When a student needs more privacy than a teacher can provide in the classroom.
        How?: IMPORTANT! You MUST get written consent & permission from the student’s legal guardian before proceeding with school counseling services; 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; Be vigilant of students abusing counselor referrals as a means to avoid work or something else
        
        Functional Behavior Assessment (FBA)
        Why?: Provides more information about students’ behavior; Helps identify factors regarding behaviors that may not be obvious; Helps identify the root causes, functions, and reinforcers of behaviors.
        When?: When a student is not responding to interventions; When it is unclear as to why the behavior is occurring; When a student does not appear to care or be affected by attempts to address the behavior.
        How?: Begin with a Simple Functional Behavior Assessment (SFBA) by downloading and completing the SFBA form below; If the SFBA does not yield enough data and insight to determine the function of behavior, download and complete the Intensive Functional Behavior Assessment form available below (IFBA); When completing the FBA forms, gather information and data from the student’s records, parents, teachers, and any other staff that work with the student
        
        Data tracking systems
        
        FBA FORM
        
        A Functional Behavior Assessment (FBA) is a process that identifies specific target behavior, the purpose of the behavior, and what factors maintain the behavior that is interfering with the student’s educational progress
        
        Behaviour Specialist Referal form
        
        Firstly, before a student is refered to a spefcialist, the students parents must be contacted and permission must be given. The form provides the specialist with item and identified problem issues.
        
        Student Self Assessment Form
        This form can help the student self reflect and possibly identify own areas of weakness
        
        Tier 3
        
        Strategies to assist student cope better
        
        Teach Coping Skills
        Why?: Improves kids self-confidence and self-esteem; Improves students’ independence; Helps to empower students; Provides students a good life long skills.
        When?: All students should be taught coping skills and they should regularly be modeled for all students; When students seem to have trouble handling criticism, failure, disappointment, conflict, decision-making
        How?:At the Tier 3 level, think of customizing specific coping lessons and interventions for specific students; Always try to use active listening skills; Use a clam tone
        
        Collaboration With Student’s Physician And/Or Mental Health Provider
        Why?:IMPORTANT! ONLY speak, interact, contact, correspond, etc, with a student’s counselor, therapist, psychologist, psychiatrist, doctor, physician, mental health provider, case manager, etc, when given written consent and permission on a federally, state, and locally approved consent form(s) by the student’s legal guardian, witness, and the relevant party you are seeking to disclose and/or request information from;Provides valuable outside perspective, ideas, strategies, understanding, interventions, etc; Provides increased consistency between home and school
        When?: When a student has significant mental and health issues that affect their school functioning; When a student has issues that are beyond the scope and capacity of the school, like suicidal threats and comments, severe anxiety, etc; When the student’s behavior requires more extensive intervention than the school can provide
        How?: Speak with the parent about the need for communicating with the student’s therapist or physician; Have the parent sign a consent form for the school to contact and interact with the therapist and/or physician (sometimes two consent forms may be required, one for the school to release information and another for the school to request information); Request strategies, interventions, suggestions, tips, etc from the therapist or physician, getting the information sent in written form when possible; Explain to the therapist or physician specifically how the behavior or issues affects the student in school and prevents them from being successful
        
        Response To Intervention (RTI)
        Why?: RTI is an academic based intervention addressing primarily academics rather than behavior; RTI addresses these academic deficits that lead to acting out; Boosts student confidence, work completion, and willingness to work
        When?: When student’s act out due to being unable to do the work; When a student displays work refusal, withdraws from group and pairs work, and seems to make excuses for not doing academic tasks and it is known the student has low scores or low ability in the academic area or an area related to the ability to do the task
        How?: In a nutshell, RTI is a 3 tiered system where each tier of intervention targets more specific academic deficits and more individual students, such that tier 1 interventions target a whole class, tier 2 small groups or pairs, and tier 3 individual students;The basic idea is: 1. Determine the academic deficit areas. 2.Test these areas to get a baseline. 3. Implement an academic intervention targeting the specific academic deficit area. 4. Test the student again after delivering the intervention. 5. If there is progress, continue this intervention. 6. If there is not progress, try the intervention again or a different one and then test. 7. If you try the same intervention again and it does not work, try a different one and then test. 8. Continue this process until you find an intervention the student responds to
        
        Data tracking systems
        
        Behaviour Intervention tracker
        
        The tracker allows the teacher to track students progress which can assist when working with outside assistance.
        
        Self Monitoring Assignment Sheet
        
        This sheet allows for the student to identify and daily tasks and keep record daily scores
        
        Parent Questionnaire
        
        This document can help to get some further insight into the childs behaviour
- - - - Data tracking systems
        
        Daily Positive Behaviour Tracking form This form helps to monitor any postive contributions and praise by and to student.
        
        Self Monitoring Assignment Sheet his sheet allows for the student to keep track of daily tasks and keep record daily scores
        
        Tier 1 intervention tracking form
        
        This allows the teacher to track interventions implemented and monitor progress
      - Strategies to assist student cope better
        
        Logical Consequences
        Why?:Provides powerful instances to teach alternative behaviors and expectations; Teaches students to take responsibility for their choices; It teaches that when an action occurs, a consequence follows
        When?: When a student doesn’t finish work;When student breaks any sort of rule
        How?: First, be calm and be empathetic to student (without being condescending): “This is sad for you; Second, state the crime: “Due to you not doing your work while we were doing it together…; Third, provide consequence “You will be finishing it during recess” (consequence should be reasonable, matching the severity of the offense or behavior); Walk away. Don’t engage in a conversation about it.
        
        Do Unfinished Work During Recess Or Unstructured Time
        Why?: It provides students with limits, boundaries, and motivation; Serves as a significant deterrent for most students; Is an effective consequence with memorable impact; Motivates students to seek help, persevere longer, and be more determined to complete work during work time
        When?: When students fail to complete class work due to behaviors, unwillingness to work, clowning around, socializing too much, etc; When students “forget” work at home or “lose” work over a specified number of times (targeting serial forgetters that use this as a excuse rather than a real isolated incident)
        How?: Give students warning prior implementing this intervention; Give student choices, like to stop behaving poorly and finish a certain amount of the assignment or they will have to finish it later during recess; Deliver the warning or final consequence with a calm neutral tone in a matter-of-fact way and walk away to avoid a debate, argument, or power struggle; Some parents can get really confrontational when their children miss recess to do work, so you may want to call parents and explain you will be trying the intervention with their kids, and their kids may talk and/or complain to them about it
        
        Positive Praise
        Why?:Increases student buy-in; Increases students’ desire and drive to please and succeed; Helps embed an internal desire to try, succeed, and persist
        When?:Positive praise, according to research, should always be done with every student at a ratio of at least 4 positive praises to 1 criticism;When students succeed, overcome, persist, push through, achieve, etc; When you want to increase a positive behavior
        How?: When students display positive or productive behaviors, actions, skills, characteristics, etc, or appear to need some encouragement, etc, verbally praise the student and/or give them a high-five, pat on the back, clap, exclamation, cheer, hop, etc; Make praises specific, personalized, and individualized;
      - Tier 2
        
        Check In Check Out (CICO)
        Why? Improves student accountability;Improves student behavior and academics when other interventions have failed; Leads to maintenance free responsible behaviors, habits, and effort
        When?:When a student has failed to respond to other interventions and general class management techniques and interventions; When a student is competing little to no work; When a student is not doing home work
        How?: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
        
        Response To Intervention (RTI)
        Why? RTI is an academic based intervention addressing primarily academics rather than behavior; Improves grades and achievement; Increases student’s independent working and responsibility
        When?: When it appears a student is avoiding work
        How?: Determine the academic deficit areas; Implement an academic intervention targeting the specific academic deficit area; If there is not progress, try the intervention again or a different one and then test
        
        Behavior Contract
        Why?Provides students with more one on one help, support, and intervention; Holds students accountable; Improves school/home communication
        When?:When students consistently fail to compete daily class/school requirements (work, behavior expectations, peer interactions, lunch, etc)
        How?: Utilize a daily behavior form, chart, or report card; Explain the procedure with the student; Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly
        
        RTI Form
        
        This form allows specifically to follow academic performance
        
        CICO
        
        This document allows teachers to take not of childs performance in every class with a score
        
        PBS Daily
        this allows teachers to monitor kids daily progress wrt tasks
        
        Tier 3
        
        Behavior Intervention Plan (BIP)
        Why? Provides more intensive intervention and monitoring; Involves teachers, support staff, the student, and parents actively;Provides an individualized plan for success
        When?: When students demonstrate significant difficulties with organization, motivation, work completion, etc;
        How?: 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; Regular reviews of the students progress and adjustments to the plan should occur about every month
        
        Organizational Tools
        Why? Improves work completion and returning or handing in of work; Increases student responsibility and follow through; Decreases missing and lost assignments
        When?: When students chronically loose, misplace, and fail to turn in work
        How?: Daily schedules; Turning in all complete work to one location and/or person
        
        Check In Check Out (CICO)
        Why? Improves student accountability;Improves student behavior and academics when other interventions have failed; Leads to maintenance free responsible behaviors, habits, and effort
        When?:When a student has failed to respond to other interventions and general class management techniques and interventions; When a student is competing little to no work; When a student is not doing home work
        How?: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
        
        RTI Form
        
        This form allows for the continuence of specifically to follow academic performance
        
        CICO
        
        This document allows teachers to take not of childs performance in every class with a score
        
        Behaviour Intervention tracker
        
        The tracker allows the teacher to track students progress and review effectiveness of implemented strategies
- - - - The strategies from both examples focus primarily on reinforcing positive behaviour, however they differ in that student Bs are more consequence based and student As are more supportive in nature, furthermore, i used more external support for Student A as i feel that their behaviour is linked to more external factors. I have used similar strategies in dealing with a child like child B and they proved quite effective (actually pretty recently) , whereas previous experience with a child like Child A has taught me that external factors are commonly the cause of non-involment.
        
        Bibliography
        1) A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System. (n.d.). Retrieved December 2, 2019, from https://www.pbisworld.com/.
        2) Student Self-Assessment 1. (2006, June 30). Retrieved December 2, 2019, from https://www.teachervision.com/student-self-assessment-1.
        3) Student Self-Assessment 1. (2006, June 30). Retrieved December 2, 2019, from https://www.teachervision.com/student-self-assessment-1.
        4). Data Tracking. (n.d.). Retrieved December 2, 2019, from https://www.pbisworld.com/data-tracking/.