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Positive Behavior Intervention and Support. (PBIS) (References (Behaviour…

- - - - What the teacher can do?
        
        Tier 1:Universal (All students/ All Setting) School-wide, Culturally Responsive Systems of Support/ School-wide PBIS (75-85% of students).
        
        Expectation and procedures taught and practiced in a systematic and structured manner on a daily basis. 1. Rules 2. Routines 3.Acknowledgement (Reward) 4. Expectations 5. Consequences Identify their inappropriate behaviorist. What they need to do when they go back to work in the classroom.
        
        Interventions Include:
        Consequence
        Praising positive behavior
        Rewards
        Breaking down directions
        Frequent eye contact
        Redirection
        Using a timer
        Talking to students
        Counting 5 to 1
        
        Non-verbals Use one signal for stopping. Train the class clown to recognize this signal. The teachers puts the hand signal for stop and class clown responds with the same signal to acknowledge she has seen and understands the message. The behavior must stop.
        
        Performing choose the class clown for class performance. Use desire to entertain for the benefit of the whole class. they can sometimes by wonderful masters of ceremonies.
        
        Actions that don't work. Don't try using anger or sarcasm. Don't over-react. This plays right into the hands of the class clown. Over reaction validates his position of power. Don't use humour to compete with the class clown. It will set a dangerous competitive situation not unlike Dueling Banjos. Don't embarrass or ridicule the class clown. This creates a battle and only generates a situation where no one will win. Don't take the actions of the class clown personally. Often the teacher resents the class clown and this reaction is picked up by the class.
        
        Reward System Provides students with positive feedback, Students respond to positive reinforcement best, and Helps reinforce positive behaviors and expectations. When students exhibit chronic behavioral problems
        
        Have a one-on-one talk with the student- in a calm, emotionally neutral manner. Let him know that there is a time and place for clowning around and your lessons are neither the time nor the place.
        
        Tier 2 : Selected classroom & Small Croup Strategies (10-20% of students). daily ckeck-in with adult.
        
        Tier 3: Targeted Intensive Individual Interventions (3-5%). High-risk behaviors
        
        The final tier is used when all else has failed to produce meaningful results. Interventions Include: Behavior contract,Behavior Intervention plan (BIP), Structured breaks, Alternatives to suspension, collaboration with mental health provider, and Restraint and/ or seclusion.
        
        Time Out (Structured Time Out) Increases instructional time and decreases time spent dealing with student behaviors. When a student exhibits frequent behavior problems and disruptions
        When a student does not respond to other consequences
        
        Daily Behavior Form Provides students with more one on one help, support, and intervention, Improves school/home communication. When students exhibit persistent behavior problems. Utilize a daily behavior form, chart, or report card
        
        Teaching various skills, Response to intervention (RTI), Daily individual schedules, and Rewards systems.
        
        Check In Check Out (CICO) When a student demonstrates low motivation and effort. Provides feedback and adult support on a daily basis. Helps students to self monitor and correct
        
        Behavior Contract When students consistently fail to compete daily class/school requirements (work, behavior expectations, peer interactions, lunch, etc) Increases student motivation and effort
        
        Self Monitoring Promotes independent and responsible behaviors. When students exhibit chronic or compulsive behavaiors, like tapping, making sounds, etc
- - - - Tier 1:Universal (All students/ All Setting) School-wide, Culturally Responsive Systems of Support/ School-wide PBIS (75-85% of students).
        
        Tier 2 : Selected classroom & Small Croup Strategies (10-20% of students). daily ckeck-in with adult.
        
        Tier 3: Targeted Intensive Individual Interventions (3-5%). High-risk behaviors
        
        Teach Relationship Skills Helps students help one another. Teaches students important life skills for dealing with others. When students instigate, annoy, bug, etc, others. When students seem intolerant of others
        
        Behavior Meetings Helps provide valuable data and information on updating behavior plans, functional. Keep notes of the meeting, emailing or sending them out to all participants. Have all relevant documents ready with a copy for each person at the meeting, like behavior plans, student contracts, functional behavior assessments, data tracking forms, etc
        
        Forced Choice Reinforcement Survey Anyone can administer the survey or the student can take it on their own. When you need to know what motivates a student, what kind of rewards they prefer, and what they might be more likely to work for
        
        Daily Behavior Form Holds students accountable on a daily basis
        
        Self Monitoring Promotes independent and responsible behaviors. When students exhibit chronic or compulsive behavaiors, like tapping, making sounds, etc
        
        Social StoriesHelps involve students in the learning process. Provides visual examples of behavior expectations. When a student lacks social skills. When a student does not respond to cues, redirection, refocusing, etc
        
        Check In Check Out (CICO) mproves student behavior and academics when other interventions have failed. Helps students to self monitor and correct. When a student demonstrates low motivation and effort
        
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        Logical Consequences Provides powerful instances to teach alternative behaviors and expectations. Leaves the student with a feeling of control. When a student cuts in line/When a student talks out of turn
        
        Rewards, Simple Reward Systems, & Incentives Provides visual and tangible indicators of progress, success, behavior, performance, etc. Reward and incentive systems and programs should be a regular part of all schools and classrooms. When students need motivation, encouragement, and incentive
        
        Explain why you are asking students to do things. This includes doing a good job of linking specific topics and exercises back to course learning objectives, so the students feel like progress is being made.
        
        Avoid Power Struggles Helps you, the adult, remain calm, clear headed, and more able to make good decisions and actions. When a student becomes agitated, raises their voice, becomes physically or verbally aggressive or threatening, or becomes threatening in any other way.
        
        Have a one-on-one talk with the student- in a calm, emotionally neutral manner. Let him know that there is a time and place for clowning around and your lessons are neither the time nor the place.
- - - - Why Some Kids Play the “Class Clown”. (2019). Retrieved 5 December 2019, from https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/add-adhd/why-kids-play-class-clown.