Grade 1: "Rough Gus"
Impulsive/Aggressive behavior
-rough-houses/man-handling/kicking others
-throws erasers during class
-bumps into desks, students during transitions
Rough Gus is not necessarily angry or emotional in his physicality. He is a large boy who has not yet mastered self-control or regulation. His aggressive behaviors may not be malevolent in nature, however given his larger size, his actions may cause fear and/or harm to others. This may also impede his socialization.

1. Moving student location in class. Position the student in a location that will minimize his contact with other students during class or in transitions. This may be to the side of the classroom or at the back, with as few students around him as possible, as depending on specific time of day/class activity.
2.Praise, acknowledging positive behavior. Provide the student with positive affirmations such as "I keep my hands to myself". In the absence of target behaviors, compliment such as "Wow, Gus, you keep your hands to yourself!."

3. Consequences Call parent or note home. Communicate concerns to the parent. Forge a partnership with the family and explain intentions to help Gus practice self-control.
   

Grade 1: "Distracted Diana"
Off-task Non-Disruptive
-plays extensively with items in desk, book bag, pencil case
-whispers/plays with nearby students
-daydreams, falls asleep
-frequently off-task or unable to answer questions during lessons
Diana is intellectually capable and succeeds academically when her concentration span allows her to complete school-work. She may not benefit from all classroom activities since she is often distracted and not actively listening. As school-work becomes more challenging, she may fall behind.

1. Daily behavior form Provide clear guidelines for expected behaviors, written in positive sentences such as 'I walk carefully', 'I am kind to my classmates'. Student involved in own assessment at the end of each day. Stamps or stickers are rewarded for meeting these expectations. Place the form in a visible place and ask for parent signature.
2. Non-verbal cues and signals Establish a set of silent signals to alert the student to his behavior. For instance, [hands crossed over chest] reminds the student not to touch others.
3. Teach Social Skills Teach and reteach social routines such as walking routes through the class, taking turns, waiting in line. Explicitly teach appropriate guidelines. Don't assume the child has been taught/should know these lessons by now.
   

1. 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.
2. 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.
3. 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.

1. Engage Student Spend time chatting informally with the student outside lesson times. Listen to their interests and preoccupations, and build personal teacher-student rapport. During lessons, call on the student often and ask the student their opinions about the subject matter. 2. Individual work-space Since the student is easily distracted and tempted to engage with classmates during lessons, position Diana's work-space in a location that is distanced from neighbors. 3.Call Parent/Note home Communicate with family members about Diana's in-class tendencies. Ask for parental insight about Diana's situation. Ask parent to provide guidance/encouragement and to remind Diana to listen during class.

1.Reward system Provide additional extrinsic motivation and incentive for class participation. This could be a stamp/token system with a cash-in prize or special privilege incentive. It might also be the individualized reward of a note of praise to be sent home to inform parents of positive participation. 2.Sensory tools Cater to the sensory requirements of the student by providing suitable and non-disruptive alternatives for sensory stimulation. Once this need is met, the behavioral barrier may be alleviated. Place a strip of textured material beneath the desk (velcro strips or sand paper), provide silly putty or moldable or weighted pencils/eraser, or other fidget toys. 3. Breaks Since the student has trouble sitting still for long periods, when it is observably necessary, grant the student a laminated 'BREAK' card and a hand-held timer with 3-5 minute limit. The student may be excused to visit a safe, alternative space such as a reading corner for the designated time before returning to the class with the clear expectation that they will return with greater listening and participation.

1. 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.
   
   2. 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.

For both of these students, Tier 1 interventions include modified seating spaces and communication with parents. The teacher also provides tailored communication with the target student to guide the student towards personal growth. Gus requires praise for positive behavior in order to highlight and encourage appropriate actions. Diana requires personalized interaction with the teacher that also encourages the target behavior, in this case participation.

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.

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.

Data Tracking Form: https://www.pbisworld.com/wp-content/uploads/Behavior-Intervention-Data-Tracker-Ex.xls