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Behavior Management (Grade 1: "Rough Gus" Impulsive/Aggressive…

- - - - Check In Check Out The next step up from a behavior form. At the beginning of each day, the student meets with the teacher to receive a daily goal sheet and encouragement. The student will receive further guidance throughout the day, and will finally 'check out' at the end of the day to be provided with feedback. This daily form will go home each day to be signed by parents and returned to the teacher at the start of the next day.
        
        Time Outs When the student exhibits undesired behavior such as bothering other students and will not respond to cues and guidance, then the student will be asked to move to the designated time-out spot (in class) with a chair/desk. A timer should be used and age-appropriate time-limits set (one minute per child's years old). The teacher must explain clearly why the student is to sit there, and provide explicit rules for the place, ie. sit down, keep quiet. A designated 'corral' made with floor tape may further designate the time-out area. The student may be further asked to rest their head on the desk or to write a reflection.
        
        Teach Relaxation Techniques Misbehavior in the form of impulsiveness may stem from excess energy or anxiety. To address the underlying psycho-emotional causes, the teacher may provide lessons in breathing techniques or mindfulness. These techniques may first be taught to the entire class, then assigned at the teacher's discretion to the child in need. At the simplest level, the teacher guides the breath, counting to 5 on the inhale and 5 on the exhale. Further mindfulness techniques may be taught in the form of imagining soothing colors, sounds or smells. In the case, the teacher may read/ad lib a guided, age-appropriate visualization.
        
        In Tier 3, further external measures are provided to help manage behavior and improve student success. Since Gus's behavior patterns may change day to day, ranging from aggressive actions to misuse of school materials, or dangerous transitions, the teacher can provide daily goals and encouragement at the beginning and end of each day. Diana's distracted nature may be hindering her academic performance. She may need the support of peers, parents, tutors or counselors to help her catch up on classwork or to improve her attention span. A behavior intervention plan is an agreement between all these participants who will contribute to helping Diana succeed. These students are also taught skills for personal growth such as relaxation and mindfulness techniques that they may practice towards self-improvement. It is this combination of external and internal support systems that will best help students in need.
        
        Download this (free) age-appropriate Check-in/check-out form from Teachers Pay Teachers:https://www.teacherspayteachers.com/Product/Check-In-Check-Out-FREEBIE-4076843
      - In tier 2 interventions, extrinsic motivation is introduced. For Gus, he works to achieve stamps for meeting behavioral expectations. He can show his parents his progress/performance each day. Diana is similarly rewarded for successful class participation. The teacher gives attention to the needs of the target students. Gus is provided silent signals to help keep him on track. Diana is similarly directed with structured breaks allotted to support her concentration span. Tools for personal growth and self-management are provided to Gus through lessons in social routines, while Diana is given sensory tools to help her more effectively address her need for stimulation.
      - This behavior modification chart may be tailored to include the specific target behaviors. https://docs.google.com/document/d/15MFB3d9PTKLjTzQr2c7IvfEXDiAQhnZIJsljoIKXIUM/edit?usp=sharing
- - - - Behavior Intervention Plan The distracted nature and lack of focus is impeding the child's learning. The teacher should first track the behavior using a 'Data Tracking Form' to study the behaviors as well as the antecedents and consequences. The teacher may then create a plan for specific interventions for the targeted behaviors. A meeting is held with the student, parents, teachers and support staff who will all sign and agree and to support the intervention plan.
        
        Peer Tutoring A responsible buddy may be chosen to role-model and provide assistance to the distracted student. Sometimes a child will respond better to peer mentoring. The elected tutor will be instructed with specific guidelines for support such as focusing on class work without doing the work for the student.
        3.Teach Mindfulness Techniques For the scattered mind, mindfulness techniques may be practiced to improve focus and lengthen concentration spans. Practices may include mindful movement/yoga, or fine-motor skill tasks such as building with blocks, working with clay, or coloring mandalas. These practices may be done with the whole class or individualized as a part of the behavior intervention plan.
        
        Data Tracking Form: https://www.pbisworld.com/wp-content/uploads/Behavior-Intervention-Data-Tracker-Ex.xls
        
        Sample form for Behavior Intervention Plan (BIP)http://empeglow.angelfire.com/DisciplinePlan.pdf