Case Study 1: Alphonse – Acting Out/Emotional Regulation
Background: Alphonse has been frequently disruptive in class which is causing him to be academically low achieving. He is quick to anger and has been giving punitive consequences thus far, which appear to be making the situation worse. His outbursts are causing a negative classroom environment for other students.
RTI Intervention Model
Tier 1 Interventions
The Teacher reports the behavioral issues to the Grade Level Lead, as these issues have become out of their control. The GLL conduction a triangulation of information from all of the student's teachers to establish and document a pattern of behavior. A Student Solutions Meeting is schedules with all teachers to brainstorm possible classroom intervention to assist the students. Three specific interventions are solidified. (See Examples of Possible Interventions to the Right) A follow-up meeting is scheduled for 4 weeks in the future, to discuss if improvements are seen overall.
Breaks and moving position in class when student becomes frustrated
Praise when good attitude and involvement occur
Seat the student next to a positive influence as a partner
Build rapport by checking in daily upon arrival to the class
Offer flexible times for one on one academic support
Review expectation and rules in a non-threatening environment
Integrate relaxation and/or coping techniques into classroom procedures
Tier 2 Interventions If proposed Tier 1 solutions are not sufficiently successful, then then GLL should schedule a parent meeting with the school counselor present. This should reveal more information regarding possible difficulties at home, and help build a rapport with parents. A series of solution can be worked out with parents and the concerned student that are delivered by the school counselor on a regular basis.
Weekly counseling sessions
Daily counselor check-in
Modified daily school schedule
Consistent parent communication
Teach and conflict resolution coping skills
Reflection journal
Tier 3 Interventions
If not successful up until this point, the student may be referred to the administration for a behavioral contract. Affective support would continue, but the student may be required to sign a very clear contract that states behavioral rules and expectations. The student and parents may also be required to seek outside help, with the guidance of the school.
Functional Behavioral Assessment
School collaboration with mental health provider
Regular parent meetings at the school
Develop a thorough Behavior Intervention Plan
Recommend social/extracurricular activities
Check in/ Check out