Disruptive Behavior

Case Study 1: CJ
CJ is a kindergarten student. He often says, "I cannot do it" and refuses to work on assigned tasks. He crumples up the worksheet and starts to cry. When he plays a game with a small group, he gets competitive and shows aggression towards the materials and other students. When he is losing, he yells at others, "You cheated! That's not fair!" He messes up the game they are playing, arms crossed, and turns around.

Case Study 2: Nancy
Nancy is a 2nd grader. When her teacher asks a question to the whole class, the first student who responds to the question is Nancy. Her classmates call her know-it-all-Nancy. Nancy often has very smart things to say about the subject. When the teacher lets her talk, the class would be over. No one else would have had a chance to speak. The teacher politely cuts her off to get other students involved in the discussion. The teacher asks another question by directing another student. Nancy answers.

Tier 1 Intervention

Move to another area: Create a safe "quiet" place for CJ to calm down

Reassurance: Using calm tone "I understand your frustration." "I see you trying."

Positive Praise: Acknowledge when CJ is working on any tasks independently, or sitting down with peers to work

Meditation: Talk about how to relax our minds with the group. What do you do when you get frustrated?

Tier 2 Intervention

Behavioral Contract

Talk to the Parents: Positive Note Home. After school meeting if necessary

Buddy Assignment: Based on observation, CJ likes to play with Mary, who is a good listener and well-organized student. During a group work, put CJ and Mary together so that Mary can support him being persistent and guide him through.

Tier 3 Intervention

Behavior Meeting

Behavior Intervention Plan

School Counselor Referral

Data Tracking

Establish a classroom norm that it's not about product or result. It is the individual effort that is acknowledged and celebrated.

Data Tracking

Tier 1 Intervention

Review Classroom Rules

  • Raise a hand when you talk
  • Listen to others respectfully

Reward System: Collect one gem if you did not hurt other people or material. He gets 2, when he lost a game but accepted it. If you have 7, he gets a reward of his choice.

Create a system

  • Small group activity (Think-Pair-Share)
  • Write down answer before presenting
  • Randomizer (pick a stick with a name)

Positive Praise

  • Give extra attention and positive feedback when Nancy is listening to others and respectfully waiting for her turn to be called

Non-verbal Cues: Acknowledge that she would like to talk, holding a finger up for "one minute" . She won't be the first person to be called, but this sign let Nancy know that teacher is aware of her wanting to make a comment.

Tier 2

Daily Behavior Form : Promotes self-responsibility to monitor her own behavior.

Social Story : teach clear expectation with visual image

One to One Conversation: Honest talk

Clear Goal Setting with Nancy:
Positive; "You have already demonstrated that you're good at answering questions and participating in discussions."
Goal: "What I want to see is how well you listen, how well you collaborative and compromise"

Do small group discussion about feelings and friendship

Tier 3 Intervention

Behavior Meeting

Behavior Intervention Plan

School Counselor Referral

Data Tracking

Job Assignment: Make Nancy as a facilitator for discussion, or make her summarize the discussion at the end

Data Tracking

Data Tracking

Reward System

Data Tracking

Similarities Tier 1

  • Adjust the classroom environment and procedure
  • Focus more on positive behavior
  • Give praise when not seeking
  • Focus on making positive classroom climate so that the student won't get isolated

Teacher-led intervention to create environment and procedure for the students to regulate their disruptive behavior

Similarities Tier 2

  • Behavioral control using a tool, including reward system, contract/self-monitoring
  • Increase self-awareness of disruptive behavior and develop strategies to improve by themselves

Student-led intervention to be aware of own behavior and to control independently

Similarities Tier 3

  • Involve more support staff for intervention
  • Establishing strategic plan that are consistent at school and at home

If the physical and verbal aggression toward others get escarated, I would jump to Tier 3 right away to develop Behavior Intervention Plan

Investigate where is this behavior comes from. Showing off? Attention seeking - teacher or friends?

Module 4. Unit 4. Activity 3
Aska Rose

PBIS World