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Positive Behavior Intervention Support (PBIS) for Grades 3-5…
Positive Behavior Intervention Support (PBIS) for Grades 3-5
Case Study:
The Chatters/Disruptive Students
-Talking in Class -Over Socializing
-Bothering Students
Tier 1 Intervention
Praise Students Who are Exhibiting Good Behavior
Openly praise the students who are quiet and paying attention in class. This is the easiest way to build rapport with students who are already paying attention and showing positive behavior. It also easily demonstrates the teacher's expectations.
Redirection
Redirect their behavior by outlining what they should be doing and what the expectations are. Redirection can also be
eye-contact
or moving closer in
proximity
towards the disruptive student.
Card Flip
This is a visual cue for behavior without disrupting the class to deal with student directly. The objective is to be calm, direct, and consistent. It is important to have a list of class rules next to the
Card Flip Chart
so the student understands the behavior expectations.
Daily Tracking:
Use a tracking form to document individual behavior. Use a
Card Flip Tracking Form
to document each student's behavioral card for that day. If the behavior was egregious, then the parent must sign the form and return it the next day.
Unsuccessful intervention after 6 months; move on to Tier 2
Tier 2 Intervention
Create a
Behavioral Contract
with the student privately that outlines the rules of the classroom, expectations, and consequences. Have the student sign the contract.
Meet with the student and parents privately to discuss the disruptive behavior in class.
Implement the
Home Note Program
. Use
Home Note Program
to document positive and negative behavior throughout the week. Encourage parents to reward or remove privileges based on their child's tracking form. A teacher could also reward the student for having consistent positive tracking forms.
Daily Tracking
: Use the
Home Note
tracking form to track the student's behavior daily/weekly
Successful Intervention
The student has the tools to recognize when his/her behavior is disruptive. They follow instructions and stay engaged in the class. They understand how to work well with others.
Unsuccessful Intervention after 3 months; move to Tier 3
Tier 3 Intervention
Alternatives to Suspension
3 more items...
Successful Intervention
The student has tools to recognize when their behavior is disruptive. They are no longer bothering students in class with unnecessary chatter.
Case Study:
Child Anxiety
-Question their ability to perform task -Apprehensive to start assignments on their own -Have a hard time concentrating
Tier 1 Intervention
Break Down the Assignment
: A lot of child anxiety stems from not knowing how to tackle an assignment. Help them make the assignment more manageable by having them organize the assignment from easiest task to hardest task. Allow the student to use graphic organizers
Reassurance:
Some students need positive reassurance to know that they are doing well. Calmly address their frustrations or anxiety, and then identify a time when they were able to complete a similar assignment.
Teach Relaxation Techinques:
This will allow the student to learn coping skills that will help them refresh and refocus when their anxiety levels rise. Students can take a short break and stretch, count to ten, or take deep breaths.
Daily Tracking
: Use a behavior tracking form that tracks how a student feels in class. Have the student document if it was a great day, good day, or a bad day.
Successful Intervention
The student will now have the tools to manage stress, anxiety, and any overwhelming emotions. They will know how to start and manage large assignments. They will have more self-confidence in their abilities.
Unsuccessful Intervention after 6 months; move on to Tier 2
Tier 2 Intervention
Initiate Peer Tutoring
: This is perfect for students who need extra help with understanding assignments.
Peer Tutoring
allows for a less intimidating social setting. It also encourages the student to have more self-confidence like their Peer in tackling challenging topics.
Allow for Structured Breaks
: Identify a non-disruptive place that they can go to. Give the student a timer and establish that the break can be no longer than 5 minutes. This will allow the student to refresh, reset, and refocus.
Introduce Organizational Tools:
Sometimes anxiety will arise when assignments seems too daunting. By using organizational tools like a graphic organizer, a visual calendar, and organizational folders it will make assignments and activities more manageable.
Daily Tracking:
Use the same behavior tracking form from Tier 1 intervention.
Successful Intervention
The student will now have the tools to manage his/her stress, anxiety, and any overwhelming emotions. His/Her social skills may improve with having a peer tutor.
Unsuccessful Intervention after 3 months; move to Tier 3
Tier 3 Intervention
Meet with Parents to initiate
Behavior Intervention Plan (BIP)
Share behavior tracking forms from the last 6 months.
1 more item...
References
:
PBIS World. (2011).
Anxiety & Disruptive Behavior Tier 1 - Tier 3
. Retrieved from
https://www.pbisworld.com/
Prof. Hacker & Hara, B. (2009).
The chatterers (chatty cathy and her bff conversational carl).
[PDF File] (Case studies: disruptive student behavior) Retrieved from
https://citl.indiana.edu/files/pdf/case_studies_disruptive_student_behavior.pdf
O'Connor, D. (n.d.) A child anxiety disorder:case studies.
Pysch Testing Solutions
Retrieved from
https://www.psychtestingsolutions.com/child-anxiety-disorder.html
Webster, J. (2019). A home note program to support positive behavior.
Thought Co.
Retrieved from
https://www.thoughtco.com/a-home-note-program-3110578
Gillian Parks