Please enable JavaScript.

Coggle requires JavaScript to display documents.

Positive Behavior Intervention Supports (PBIS) for Grades 6-8 (By Rob…

- - - - Age Appropriate Strategies to Redirect Behaviors
        
        Avoid Power Struggles:
        
        Why? -Prevents students from feeding off of the attention of the class or others. It is a quick method to de-escalate a student.
        
        When? -When a student is trying to verbally engage you in an argument. When giving directives, directions, corrections, or reprimands
        
        How? -This technique takes a lot of patience, support, self-control and self-talk. Offer several choices, give a timeline to decide within, and walk away. Remove student from situation and discuss the issue after time to calm down. Validate student’s feelings
        
        Take Away Privileges
        
        Why? -Helps children see a logical connection between their behaviors and consequences. Allows children the opportunity to make choices about what will happen.
        
        When? -When a student exhibits behavior problems, does not follow directives, is disruptive, does not finish work on time, etc.
        
        How? -Use a calm and neutral tone in a matter-of-fact way. Clearly state the privilege to be taken away, when it will occur, and for what duration.
        
        Positive Praise
        
        Why? -Provides encouragement. Helps embed an internal desire to try, succeed, and persist.
        
        When? -When students put forth good effort. When students succeed, overcome, persist, push through, achieve, etc. When a student steps outside their comfort zone, looks embarrassed, seems to feel stupid, takes a risk, etc.
        
        How? -When delivering praise, use direct eye contact, positive demeanor, open body position, and get to the level of the student if possible. Make praises specific, personalized, and individualized.
      - Data Tracking Systems
        
        Have three simple rules that are posted in the classroom. Consequences are also posted. Rules and consequences are reviewed with the class and upheld consistently. Praise is given when rules are followed and consequences that have privileges taken away are logical.
      - Tier 2:
        practices and systems support students who are at risk for developing more serious problem behaviors before those behaviors start. These supports help students develop the skills they need to benefit from core programs at the school.
        
        Age Appropriate Strategies to Redirect Behaviors
        
        Behavior Intervention Plan (BIP)
        
        Why? -Provides more intensive intervention and monitoring. Helps teachers to address behaviors and issues consistently across subjects, rooms, sessions, etc.
        
        When? -When students demonstrate significant difficulties with organization, motivation, work completion, etc. When students demonstrate any other significant and consistent issues that affect their school experience and learning.
        
        How? -Use a Data Tracking Form to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc.
        
        Mentoring
        
        Why? -Source of accountability, encouragement, support, and advocacy. Helps student to perceive school, teachers, work in a more positive light.
        
        When? -When a student does not seem to respond to anything else. When other intervention seem to fail.
        
        How? -Mentors should not set out to “fix” the student and all the student’s issues. Mentors should try to do something fun or engaging with the student, like shooting a basketball, playing cards, or talking about a common topic of interest. Mentors should listen, listen, listen! Use active listening with students. Mentors should help students to set goals, plans, and solutions.
        
        Behavior Contract
        
        Why? -Promotes self responsibility. Improves school/home communication.
        
        When? -When students exhibit persistent behavior problems. When students are defiant and oppositional.
        
        How? -Utilize a daily behavior form, chart, or report card. 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.
        
        Data Tracking Systems
        
        Tier 3:
        students receive more intensive, individualized support to improve their behavioral and academic outcomes. At this level, schools rely on formal assessments to determine a student’s need.
        
        Age Appropriate Strategies to Redirect Behaviors
        
        Check In Check Out (CICO):
        
        Why? -Improves student behavior and academics when other interventions have failed. Students get involved and excited about the program, enjoying the structure, support, and incentives of the intervention.
        
        When? -When a student has failed to respond to other interventions and general class management techniques and interventions.
        
        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.
        
        Counselor Referral
        
        Why? -Provides students with more one on one help, support, and intervention. Increases specificity of interventions and supports and tailors them to the student.
        
        When? -When a student requires more support and attention to address or solve a problem, issues, etc. When students are over emotional and cannot calm down in an appropriate and brief amount of time
        
        How? -IMPORTANT! You MUST get written consent & permission from the student’s legal guardian before proceeding with school counseling services. Counselor referrals may be planned or spontaneous.
        
        Collaboration With Student’s Physician And/Or Mental Health Provider
        
        Why? -Provides valuable outside perspective, ideas, strategies, understanding, interventions, etc. Provides additional support for school staff.
        
        When? -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? -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. Explain to the therapist or physician specifically how the behavior or issues affects the student in school and prevents them from being successful.
        
        Data Tracking Systems
        
        Daily or weekly check-in/outs provide frequent feedback and praise to address impulsive behavior problems.
- - - - Age Appropriate Strategies to Redirect Behaviors
        
        Call On Student Frequently
        
        Why? -Increases students’ attention and focus. Keeps students on task.
        
        When? -With classes or students that do not participate due to off task behaviors. With students who seem unengaged or disinterested.
        
        How? -You may use a system, like names in a hat, sticks with names, etc, or randomly call on students. Frequently call on students or groups of students that are off task, misbehaving, being distracting, etc.
        
        Assign A Buddy Or Partner
        
        Why? -Helps students to focus and stay on task. Provides good opportunities for socialization and interactions.
        
        When? -When a student needs a little extra help or guidance with tasks. When a student is easily distracted and is frequently losing focus.
        
        How? -Chose a buddy or partner that will serve as a good role model. Speak with the two students together and explain the purpose of putting them together and what your expectations are.
        
        Positive Praise
        
        Why? -Some students need outward motivators. It helps keep students engaged. Increases students’ desire and drive to please and succeed.
        
        When? -When students put forth good effort. 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:
        practices and systems support students who are at risk for developing more serious problem behaviors before those behaviors start. These supports help students develop the skills they need to benefit from core programs at the school.
        
        Data Tracking Systems
        
        This game is most effective when praising students for their effort toward the set behavioral goals. Persistence and perseverance is more valuable than achieving the goal. Scores can be tallied and a tracking score sheet posted for all students to compete against each other.
        
        Tier 3:
        students receive more intensive, individualized support to improve their behavioral and academic outcomes. At this level, schools rely on formal assessments to determine a student’s need.
        
        Data Tracking Systems
        
        Meetings with students and their parents can turn out to be much less supportive than a teacher might imagine. Preparing to deal with angry, difficult parents is essential. Practicing for the meeting with colleagues prior to the meeting can help prepare for possible reactions. Additionally, be prepared to listen and relate (put yourself in their shoes). At the same time, standards are set and we need their support. The conversation is tricky and messy, but the end result is a unified at home and classroom approach to support the student.
      - Data Tracking Systems
        
        Have three simple rules that are posted in the classroom. Praise is given as feedback when students apply effort to follow the rules. If they fail to follow the rules, there are consequences, but also, students are given an opportunity to learn from their 'failure'. If they learn from failure then praise is given.