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Positive Behavior Intervention Supports (PBIS) (Unfocused Student (The…

- - - - Strategies to redirect behaviors based on data tracking
        
        Redirection:
        Why should I do it?
        • Easy and fast with good results many times
        • Saves instructional time
        • Minimizes distractions and misbehaviors
        When should I do it?
        • When students are off task, inattentive, goofing around, talking out of turn, etc
        • When students are misbehaving
        • When students are not doing an assignment or task correctly
        How do I do it?
        • Simply provide a student or students with a quick reminder of what they should be doing, where they should be, what the expectations are, the class rules, routines, etc
        • Do not make your redirection more than one or two sentences
        • Be clear and concise with redirection statements
        
        Assign a classroom job:
        Why should I do it?
        • Teaches students responsibility
        • Creates a sense of ownership in students
        • Creates student buy-in
        When should I do it?
        • When a student is easily distracted and is frequently losing focus
        • With students who are hyper
        • With students that have trouble with academics
        How do I do it?
        • Speak with the student(s) you want to assign jobs to and emphasize how important the job is and their participation
        • Use jobs as an opportunity to give a lot of positive praise and attention
        • Give the student choices, presenting them with several jobs to choose from
        
        Individual workspace:
        Why should I do it?
        • Increases attending behaviors
        • Improves work production and listening
        • Students with behavior problems can be more easily managed
        When should I do it?
        • When a student is acting out, disruptive, off task, talking, exhibiting outbursts, etc
        • When students have trouble starting and maintaining work production
        How do I do it?
        • If you have study carrels or dividers, you may use these to create a workspace for a student
        • Consider moving the student’s desk near the teacher
        • Students may do well with sound isolating earphones to block out sound in addition to an individual workspace
      - Tier 2
        
        Strategies to redirect behaviors based on data tracking
        
        Peer Tutoring:
        Why should I do it?
        • Creates a safer and less embarrassing and intimidating setting and climate for students to ask questions, express misunderstandings, etc
        • Allows students more opportunities for assistance
        • Gives students one on one help and attention
        When should I do it?
        • When a student needs frequent one on one help
        • When a student is apprehensive to ask questions or for help
        • When a student gets overwhelmed and frustrated
        How do I do it?
        • Peer tutoring may be done as a structured and routine procedure or on an as needed basis, depending on the students’ needs and peer tutors
        :
        • Peer tutors should have the student they are helping repeat directions and questions back to clarify understanding
        • Peer tutors may be assigned or chosen by students
        
        Organizational Tools:
        Why should I do it?
        • Provides increased order for the student mentally and logistically
        • Improves student awareness of belongings, papers, supplies, etc
        • Increases student success and morale
        When should I do it?
        • When students chronically loose, misplace, and fail to turn in work
        • When a student hoards work in their locker/desk
        • When students have trouble following the school/class procedures, schedules, and/or routines
        How do I do it?
        • There are numerous specific strategies and systems to help and teach students to become more organized, please click on links below to explore and choose some
        • Some basic strategies include keeping a planner or calendar, frequently organizing lockers, desks, and storage areas with the assistance of a teacher or peer
        • Checklists
        
        Reward System:
        Why should I do it?
        • Provides students with positive feedback
        • Students respond to positive reinforcement best
        • Provides incentive
        When should I do it?
        • When students exhibit chronic behavioral problems
        • When students demonstrate low and persistent motivation, effort, and interest
        • When students frequently break the school and classroom rules
        How do I do it?
        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
        .
        
        Tier 3
        
        Strategies to redirect behaviors based on data tracking
        
        Individual and Visual Schedules:
        Why should I do it?
        • Provides a visual reminder and cue of what to do and what is coming
        • Decreases wasted time
        • Helps student to initiate tasks more quickly and efficiently
        When should I do it?
        • When students are frequently off task, inattentive, and unfocused
        • When a student is a strong visual learner
        How do I do it?
        • Use one of the forms below or make your own to divide the student’s daily routine or schedule into logical partitions. Using graphics can be helpful for more visual learners or autistic kids
        • Sit down and explain the schedule to the student and how they will use it, where they will put it, etc
        • For oppositional and defiant kids, refer to the schedule as the authority on why and what they are to be doing
        
        Self-Monitoring:
        Why should I do it?
        • Promotes independent and responsible behaviors
        • Promotes independence and self esteem
        • Increases coping ability
        When should I do it?
        • When students have poor attention, focus, and impulse control
        • When students are disorganized, scattered, etc
        • When students have trouble being prepared, forgetting materials, homework, etc
        How do I do it?
        • There are many ways to implement a self-monitoring system or intervention with students, but 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
        
        Counsellor Referral:
        Why should I do it?
        • Provides students with more one on one help, support, and intervention
        • Increases specificity of interventions and supports and tailors them to the student
        • Increases privacy for the student
        When should I do it?
        • When a student’s needs are greater than those the teacher can provide in the classroom setting
        • When a student requires more support and attention to address or solve a problem, issues, etc.
        How do I do it?
        • 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
        • 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
        
        Data Tracking Systems
        
        Antecedent Behavior Consequence Log shows students exactly what the consequences are if unwanted behaviors are carried out. Targeted behaviors are also stated so the student can understand the correct behaviors
        
        Behavior specialist referral form. This would be a last resort and requires consent from the student's legal guardian
        
        Behavior Intervention Data Tracker can allow students to self-assess and monitor their behavior
        
        Comparison:
        I created a flowchart to compare and contrast a disruptive student with an unfocused student. I chose these challenging behaviors as they are common issues that I have in my kindergarten class as the students are 5 years old.
        
        Tier 1:
        The tier 1 strategies that I used for both challenging behaviors were very much based on positive reinforcement and encouragement. At this level, I find it more beneficial to put ownership on the student and try to develop a sense of responsibility and motivation from within to learn. For both behaviors, I used variations of positive behavior charts, which I find to be effective when teaching younger students. In my kindergarten class, the students love receiving stickers for positive behavior so they can complete their positive behavior charts.
        
        Tier 2:
        The tier 2 behavior strategies that I chose for both challenging behaviors have some similarities. The main comparison that I can note here is the now involvement of the parents. At this stage, the tier 1 strategies that I implemented may not have been successful so the involvement of the parents would be the next logical step. Parent questionnaires can be a vital insight into other areas of the student’s life which could be crucial to help eliminate any unwanted behaviors or learning difficulties.
        
        Tier 3:
        The tier 3 strategies that I implemented for both challenging behaviors are still based around positive reinforcement and encouragement as the students fill in behavior intervention data trackers as well as antecedent behavior consequence logs. These strategies give teachers, students, and parents direct access to the information which can lead to positively reinforcing targeted and wanted behaviors. However, there is also another comparison to note here. At this stage, the tier 1 and tier 2 strategies would still not be fully successful so a referral to a behavior specialist may be necessary, with the consent and support from legal guardians and the school. This would be a last resort if all other strategies were unsuccessful. In kindergarten this would be extremely rare and positive reinforcement can normally help, along with consistent norms, rules, and procedures in the classroom.
        
        1 more item...
        
        Data Tracking Systems
        
        This parent questionnaire is a useful tool to inquire about detailed information regarding the student's home life
        
        Daily check in check out form (CICO) is a detailed, achievable points system to encourage positive behavior. It also includes percentages of points gained so students can monitor their scores
        
        A Time Out Log can state targeted behaviors so students can clearly see what is expected of them. Teachers and parents can also see student reactions which can help adjusting strategies
      - Data Tracking Systems
        
        This simple coloring behavior chart is an effective strategy to encourage positive behavior. It can often be used with small rewards
        
        A Card flipping form is a simple method to allow students to achieve success by using three different colors for positive behaviors
        
        A Self-Monitoring Assignment sheet give students the ability to see achievements and successes throughout the day which can develop positive behavior
- - - - Data Tracking Systems
        
        This behavior chart is a great way for students to track and monitor their own behavior throughout the day at school
        
        This intervention form is a useful tool for teachers to track used strategies and outcomes for the behavior of a student
        
        This behavior tracking form encourages positive outcomes as the student can receive positive reinforcement throughout the day. It can help to get the student onboard with his/her learning
      - Strategies to redirect behaviors based on data tracking
        
        Breaks, moving position in class:
        Why should I do it?
        • It can provide students with a cool down time
        • Takes student's mind off what may be hindering them
        • It can improve motivation and effort
        • It can help student to "reset" and come back fresh
        When should I do it?
        • When a student gets off task and is beginning to be disruptive but not problematic
        • When a student is refusing to follow a directive
        • When you are aware of an ADD/ADHD diagnosis
        How do I do it?
        • Identify the student in need of the break
        • Ask the student to move to a specific seat other then their own (tell them specifically which seat you want them to move to)
        • If there are no seats to move the student to, have them move their desk or a chair to a new spot in the room
        
        Call on students frequently:
        Why should I do it?
        • Can reduce unwanted behaviors and distractions
        • Can reduce talking and off task behaviors
        • Helps students attend better
        When should I do it?
        • With students misbehaving or being distracting
        • With students who make noises
        • With students who seem unengaged or disinterested
        How do I do it?
        • 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.
        • Do not call on students who may be withdrawn or isolated due to anxiety about being called on or pointed out in front of the class without setting up a plan with that student first
        
        Positive praise when on task:
        Why should I do it?
        • Provides encouragement
        • Increases students’ desire and drive to please and succeed
        • Helps students to push through difficulty, barriers, blocks, etc
        When should I do it?
        • When students exhibit good behavior, expectations, help others, show generosity, share, etc
        • When you want to increase a positive behavior
        • When you want to improve trust and rapport with students
        How do I do it?
        • Praise can be verbal or physical (like pat on the back, fist pump, head nod, hop, jump, etc)
        • Praise, according to research, should be given in a ratio of at least 4 praises to 1 criticism
        • Praise can be done either quietly or if the student is motivated by peer approval, can be done in front of the class
      - Tier 2
        
        Strategies to redirect behaviors based on data tracking
        
        Behavior contract:
        Why should I do it?
        • Increases student motivation and effort
        • Promotes self-responsibility
        • Improves student buy-in
        When should I do it?
        • When students are very unorganized
        • When students exhibit persistent behavior problems
        • When students exhibit persistent emotional difficulties, like frustration, anxiety, tantrums, etc.
        How do I do it?
        • 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.
        
        Structured breaks:
        Why should I do it?
        • Gives fidgety kids and those who have trouble sitting still for periods an opportunity to get up and move
        • Helps students with poor attention and focus
        • Gives kids that need sensory input
        When should I do it?
        • When a student needs help redirecting or refocusing
        • When a student seems sleepy, bored, tired, etc
        • When a student seems to need a break from the current activity or student they are working with
        How do I do it?
        • Make a laminated card with the word “BREAK” on it
        • Provide student with handheld timer setting the timer for no longer than five minutes
        • Identify a safe and non-disruptive area to go
        • Student returns when timer goes off
        
        Daily Behavior Form:
        Why should I do it?
        • Provides students with more one on one help, support, and intervention
        • Holds students accountable on a daily basis
        • Provides structure, routine, consistency, and organization
        When should I do it?
        • When students exhibit persistent behavior problems
        • When students consistently fail to compete daily class/school requirements
        • When students are defiant and oppositional
        How do I do it?
        • Utilize a daily behavior form, chart, or report card
        • Decide on the main problem behaviors and put these on the chart
        • 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
        
        Data Tracking Systems
        
        This is a useful tracking system to highlight targeted behaviors as well as the students' reactions to their behavior.
        
        Daily assignments tracking can give students input into their own learning and create a sense of responsibility to monitor behavior
        
        This behavior intervention tracker is a great source of communication between teachers and between home and school
        
        Tier 3
        
        Strategies to redirect behaviors based on data tracking
        
        Check In, Check Out (CICO):
        Why should I do it?
        • Improves student behavior and academics when other interventions have failed
        • Provides feedback and adult support on a daily basis
        • Students get involved and excited about the program, enjoying the structure, support, and incentives of the intervention
        When should I do it?
        • 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 participating, being involved, or taking part in the learning process
        How do I do it?
        • The CICO intervention, from the book Responding to Problem Behavior in Schools, 2nd Ed: The Behavior Education Program 1, is a highly effective research based intervention and can be changed and adapted to suit any school or situation
        • 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
        
        Alternatives to Suspension:
        Why should I do it?
        • Suspending kids is very unproductive for academics
        • Some kids get suspended on purpose to get out of work or away from something they do not want to cope or deal with
        • Providing alternatives to suspensions can be much more effective in getting students’ behavior to change
        When should I do it?
        • When a student gets into trouble and suspended frequently
        • When students really need the instruction, but a consequence or discipline is warranted
        • When suspensions do not seem to be doing anything and are ineffective
        How do I do it?
        Some common alternatives include:
        • in-school suspension
        • school service (for example, assisting custodial staff with after school clean-up, lunch clean-up, etc)
        • mini course
        • parent supervision
        • counseling
        • community service
        
        Behavior Intervention Plan (BIP):
        Why should I do it?
        • Provides more intensive intervention and monitoring
        • Helps teachers to address behaviors and issues consistently across subjects, rooms, sessions, etc
        • Provides an individualized plan for success
        When should I do it?
        • When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in the class
        • When students demonstrate significant emotional difficulties that interfere with learning and/or others, including frustration, anxiety, depression, fear, etc
        • When students demonstrate any other significant and consistent issues that affect their school experience and learning
        How do I do it?
        • After tracking and analyzing the behaviors function, utilize one of the behavior plan forms below to create a plan as to which specific behaviors you will address and what specific interventions and class supports you will provide to address the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent
        • 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
        • Regular reviews of the student’s progress
        
        Data Tracking Systems
        
        Parent questionnaires are a valuable source of obtaining important information about a student's behavior outside of a school setting
        
        A behavior specialist referral must be done with the written consent and permission from the student's legal guardian
        
        A weekly scatter plot gives teachers and parents direct access to the development and behavior of a student. Positive reinforcement can be used to highlight targeted behaviors.