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Classroom Behaviour Management Strategies Using PBIS Tier Interventions …

- - - - Tier One Strategies
      - Call parent or note home
        
        Talking to parents should include positive and negative comments. Make a list beforehand to keep track of the conversations
      - Have Student Repeat Directions Back
        
        Once you are finished explaining the task, have the student read back and explain what they need to do to complete the assignment. Help the student with a number of problems or items. Give the student a break after finishing certain portions
      - Ignore
        
        With students that are not posing a danger to others, you simply ignore their behaviors and continue instruction without stopping or giving them any special attention
      - Help Student Start Assignmnt
        
        This can ensure that the student understands the task they have been asked to to (in case they were not paying attention the first time) Explain the directions to the student using eye contact and getting down to the students level. Check in with the student frequently to make sure they are on task
      - Proximity to Students
        
        “Proximity control can work to manage some behavior if it is used preventively or early. The main idea behind this technique is to put a teacher in close proximity to students who are showing signs of getting off task. If you know from prior experience that a particular group of students is likely to disrupt class, standing or sitting close to them while you lead an activity or give directions will quell a fair amount of the unwanted behavior.”
      - Use timer
        
        This can help the student stay on task. Use a small timer and place on the students desk (or on the teachers desk) Encourage the student to "beat the clock"
    - - Tier Two Strategies
      - Sensory Tools
        
        These tools are great for distraction and can help students focus and stay on track.
        
        Example Sensory Items
        
        Rubber pencil grips
        
        Fidget toys
        
        Air seat pads
        
        Sitting on a yoga ball
        
        Rocking chair
        
        Textured paper or raised lines
        
        Tilted desk top
        
        Chewing gum
        
        Mini Spectra light globe
        
        Mini lava lamp
        
        massagers/toys that vibrate
        
        Silly putty/Theraputty
        
        Moldable erasers
        
        Floam
        
        Slime/Flubber
        
        Play Doh
        
        Slinky
        
        Bubble wrap
      - Daily Behaviour Form
        
        This uses a daily behaviour form, chart or report. Make sure the student is aware of the charts. Copies can be sent home to the parents/guardians
      - Structured Breaks
        
        Structured breaks give the student a moment to break focus and have a mental break. This could be leaving the classroom, doing a breathing exercise, using a sensory item etc.
      - Behavior Intervention Plan
        
        After compiling data using a tracking form, create a plan that will specifically address the behaviours of that student
      - Behavior Contract
        
        Behaviour contracts can help students stay on track by reminding them the goals they have set for themselves. Teachers can reference this contract to remind or get the student back on track
    - - Tier Three Strategies
      - CICO Plan
        
        Check In / Check Out requires student to receive a goal sheet at the beginning of the day. The teachers provide feedback throughout the day and the student turns the paper in after class
      - Mentor / Aid in Class
        
        Having a classroom mentor can be helpful to keep the student on task and focused. While a teacher might have many students to give attention to, an in classroom aid can provide a little relief knowing they have a "buddy" for the student to be able to always have there. This can be either every class or a certain amount of times per week.
      - Collaboration w Students Doctor and/or Mental Health Provider
        
        Teacher/Counselors meet with the students physical, mental health counselor and guardians to determine the best strategies for the students
        
        Parent/Guardian Consent MUST be received on a government approved consent form
        
        This strategies should only be used in exteme cases where the students behaviour is continuing still to disrupt and prevent the student from achieving success
        
        -suicidal threats - severe anxiety - bipolar disorder - severe ADHD - major depression - medication - etc.
- - - - Collaboration w Students Doctor and/or Mental Health Provider
        
        This strategies should only be used in extreme cases where the students behaviour is continuing still to disrupt and prevent the student from achieving success
        
        Parent/Guardian Consent MUST be received on a government approved consent form
        
        Teacher/Counselors meet with the students physical, mental health counselor and guardians to determine the best strategies for the students
        
        -suicidal threats - severe anxiety - bipolar disorder - severe ADHD - major depression - medication - etc.
      - Structured Time Out
        
        Make a specific area for time-out. Make specific rules for the time-out (no talking, etc) and make sure the student knows why they are in the time out area. Time how long they will be in the time out area. Log and track time-outs
      - Tier Three Strategies
      - CICO Intervention
        
        Check In / Check Out requires student to receive a goal sheet at the beginning of the day. The teachers provide feedback throughout the day and the student turns the paper in after class
    - - Ignore
        
        With students that are not posing a danger to others, you simply ignore their behaviors and continue instruction without stopping or giving them any special attention
        
        Start Commands
        
        Example Start Comments
        
        Feel free to borrow from anyone but me
        
        I loan paper to those who have not borrowed before
        
        All owners of neat desks are welcome to join us at recess
        
        I’ll be glad to accept all papers that meet the neatness standard for this room
        
        All of those who arrive on time go home on time
        
        I’ll be glad to discuss this when respect is shown
        
        I’ll listen as soon as your voice is as calm as mine
        
        I give full credit for papers turned in on time
        
        Feel free to stay with us when you can keep your hands to yourself
        
        Praise When On Task
        
        Praise should be given at a 4:1 (Praise:Criticism) This improves the trust between the student and teacher. Make sure to use eye contact and a positive demeanor
        
        Talk To Parent
        
        Talking to parents should include positive and negative comments. Make a list beforehand to keep track of the conversations
        
        Card Flip
        
        Card flips should be done with as little emotion as possible (neutral). Make sure all students know the rules and expectations beforehand and practice good and bad behavior
        
        Redirection
        
        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
        
        Tier One Strategies
    - - Forced Choice Reinforcement Survey
        
        Use downloaded survey and have the student answer the questions. Once completed, the instructor can tally and figure out the best course of action for the student (behaviour plan, reward system, etc)
        
        Daily Behaviour Form
        
        This uses a daily behaviour form, chart or report. Make sure the student is aware of the charts. Copies can be sent home to the parents/guardians
        
        Counselor Referral
        
        (Must get parent/guardian permission) Student meets for a day or days with counselor - preplanned and give the student reminders
        
        Behavior Intervention Plan
        
        After compiling data using a tracking form, create a plan that will specifically address the behaviours of that student
        
        Alternatives to Suspension
        
        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 monitoring
        
        restitution
        
        problem solving or behavior contract
        
        alternative programming
        
        Tier Two Strategies
- - - - This option provides a fun way for all students to be tracked and for them to receive feedback rewards and correction via online platform
    - - A self assessment provides a way for the student to be able to constantly be questioning whether or not their actions follow their own expectations. This meshes the barrier between what the teacher is asking and what the student should be able to self monitor.
    - - This documentation follows the tier one strategy of card flipping. This provides teachers with documentation of card flips. They will be able to see recurring themes of behaviour challenges and problems that need to be addressed.
  - - - This refferal form will need to be completed in order to refer a student to counseling or to start a BIP. Parents/guardians will need to be notified
    - - When a student receives structured time-outs, both the instructor and the student need to write down the reason for the student's time out. It is important for students to know why they are receiving a consequence. These forms allow the instructor to see themed behaviour challenges and has notes or proof when later meetings might arise.
    - - This form will give details about the measure of the problems including frequency, duration, targeted problems and possible suggested strategies. Parents/Teachers and counselors will decide upon a plan for the student and have follow up meetings afterwards to determine progress or lack of progress
    - - Student self analysis is extremely important. This allows the student to be aware of their own expectations by themselves. Instead of "getting in trouble from the teacher" they are only disapointing themselves. This changes the dynamic and placing more accountability on the student.
    - - This can greatly help your understanding of how your student is operating. These quizzes give insight into what kind of learning style a problem student has and which ways they will best be approached