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PBIS for two case studies. (Case Study 1: The Talkative (The Case of Know…

- - - - Use Timer: The timer can provide motivation as the student can try to “beat” the clock
        Some students respond better to an object setting boundaries than an adult telling them what to do.
        How I would use in class: I would get an hourglass that runs out in under 20secs and have it for circle time and flip it when having discussions so no one talks for too long, even me.
        
        Redirection: When students are getting off topic.
        How to do it: Simply provide a student or students with a quick reminder of what they should be doing, where they should be, what the expectations are, the class rules, routines, etc
        
        Hand Signals in circle: When students want to contribute to what someone is saying they can use hand signals. For example if they agree they can put their pointer finger in the air.
        How to do it: Make an agreed upon list of signals that communicate simple statements often said, that way circle isn't consistently interrupted with the same old comments and students still are contributing and their "voices" are being acknowledged.
        
        Data Tracking Tool: I'm making this one up but I think it could work. Tick on the board or somewhere visible every time someone says one of the agreed upon hand signals instead of using the hand signal. If they get over 5 ticks in a circle time they have to go over the rules of the signals again, but if they get under five ticks they get a sticker on the calendar for that day's circle. When they get 5 stickers they get something cool like a free circle time or playtime instead of circle time. Because they can see the stickers on the calendar they know how well they have been doing with their hand signals over time.
        
        Redirecting Behavior Sources: https://classroom.synonym.com/redirect-offtask-behavior-classroom-2330253.html http://ezinearticles.com/?Redirecting-Child-Behavior---The-Art-of-Distracting-Children&id=3159666
        
        Data Tracking Tool: Behavior Chart - This chart will help me track the students progress over a course of time to see if it improves while also being fun and positive for the student to be involved in. I think it also lets the student see their progress as well hopefully reinforcing good behavoir and more of a growth mindset when it comes to them monitoring themselves. https://www.freeprintablebehaviorcharts.com/behaviorcharts3-10.htm
        
        Online Timer: https://www.online-stopwatch.com/eggtimer-countdown/full-screen/
        
        Data Tracking Tool: I don't really like the data tracking tools on the PBIS site for the younger kids. I would just have this for the student I really want it for...I would take mental notes during circle and if they did well sticking to the hourglass time for talking I would praise them heavily. If they didn't I would talk with them one on one after class. I would also have a little journal that we would keep together and I would quickly give them a written note about each day and then read it to them to let them know how they are doing over the course of some weeks.
    - - Non-Verbal Cues & Signals: Creates a working relationship with student without calling attention to the student in a negative manner
        Is discrete and quick.
        How I would use it in circle: When a student is not following classroom/school procedures.
        How I would install this: Meet with student individually to identify with student how you and they should communicate in a special way. Have student, as much as possible, pick the sign to use. Practice with the student and explain when you notice they might need some re-focus, you will show them the sign.
        
        Data Tracking Tool: PBISWorld.com Behavior & Intervention Tracking Form (For Open Office Software). This looks like a really nice way to track progress for the teacher without involving the student.
        
        Source to help: https://www.thoughtco.com/nonverbal-strategies-to-quiet-a-classroom-2080991
        
        Self Monitoring: Promotes independent and responsible behaviors
        When to use it: When students are overly talkative or social
        How to do it: Checklists and charts may be used by students to keep track of their behaviors
        
        Source to help: https://www.mentalhelp.net/poc/view_doc.php?type=doc&id=9734
        
        Data Tracking Tool: Self Monitoring Assignment Sheet.doc. Since I work with young kids this would be done together verbally and written down by the teacher.
        
        Check In, Check Out: Provides feedback and adult support on a daily basis. The program consists of students daily checking in with an adult at the start of school to retrieve a goal sheet and encouragement, teachers provide feedback on the sheet throughout the day, students check out at the end of the day with an adult, and the student takes the sheet home to be signed, returning it the following morning at check in
        
        Sources to help: CICO ppt downloaded onto Desktop
        
        Data Tracking Tool: Journal that is referred to and filled out on a daily basis with the student.
    - - Time Out (Structured Time Out):
        Why do it: Increases instructional time and decreases time spent dealing with student behaviors. Provides student with a consistent and predictable consequence that is structured and always the same procedure.
        When to do it: When a student does not respond to other consequences
        How to do it: Have the student practice taking a time out before implementing the strategy. Put a chair or desk in the spot. You may have students complete a think sheet while in time out, require them to sit quietly, put their head down, etc
        
        Sensory Tools: I think sensory tools could work for a know it all student if you are giving them extra assignments to complete so that others may have a turn to talk.
        Why do it: These interventions are fairly simple and can yield significant results/benefits for the effort and time put in
        When to do it: With students who have ADD and/or ADHD
        How to do it: Activities, assignments, and tasks incorporating visual tracking
        
        Reward System:
        Why do it: Provides students with positive feedback. Students respond to positive reinforcement best.
        When to do it: When students exhibit chronic behavioral problems.
        How to do it: There are many different ways, here is one idea...PBISWorld.com School Reward Dollars.pdf
        
        Data Tracking Tool: Student Progress Self-Evaluation.pdf 26
        
        Sources: Reward Systems That Work: What to Give and When to Give It! 3
        
        Data Tracking Tool: School Counseling Referral Form.doc
- - - - Acknowledging Positive Behavior:
        Why should I do it: Recognizing students for following rules, directives, directions, participating, etc, is one of the most effective tools for managing, promoting, and correcting undesired behaviors. Children respond far much better typically to positive reinforcement then negative. Numerous studies continue to support and validate this social dynamic.
        When should I do it: For the big and very small things students do correctly/appropriately. When students are exhibiting appropriate behaviors, following rules, are on task, using materials properly, utilizing their time well, are organized and prepared, do something nice for another, pay attention, etc.
        How do I do it: Studies indicate a 5:1 ratio, or, 5 confirmations, praise and approvals for every 1 criticism or disparagement. IMPORTANT! When giving praise, it is essential that you display a positive affect or demeanor while doing so. Express excitement and that you are pleased. This will increase the effectiveness of the technique.
        
        Avoid Power Struggles:
        Why should I do it: It is a quick method to de-escalate a student. Prevents students from feeding off of the attention of the class or others. Helps you, the adult, remain calm, clear headed, and more able to make good decisions and actions.
        When should I do it: When it seems the student is no longer interested in solving a problem, but provoking and being right.
        How do I do it: Keep responses brief, to the point, and succinct, and avoid lecturing, talking at length, or patronizing
        
        Give Choices
        Why should I do it: Way of empowering the student. Prevents power struggle.
        When Should I do it: When a student engages in a power struggle or is argumentative. When students become oppositional and defiant.
        How do I do it: Speak in calm, neutral tone. Have the student decide in ten seconds, or you will choose for them, for example, “I gave you several choices. If a choice isn’t made within 10 seconds, I will choose for you” (this prevents the choosing process from going on all day)
        
        Data Tracking Tool: http://www.chartjungle.com/behavior.html give them a choice to write down a good or bad behavior and then they get to see what kinds of choices they have been making over time.
        
        Sources: http://www.teachervision.fen.com/teaching-methods/classroom-management/6710.html
        
        Data Tracking Tool: Self Monitoring Assignment Sheet.doc 9 helps the student to feel in control over their own behavior.
        
        Data Tracking Tool: Daily Positive Behavior Tracking Form.doc help the student see their progress and shows you care about how they are doing.
        
        Random Thought: This is a huuuuge one for me and so hard to remember. Sometimes you get so tired of telling kids the same thing over and over again that you forget to tell them all the good things they are doing!
        Source: http://www.thefreelibrary.com/Praise's+magic+reinforcement+ratio%3A+five+to+one+gets+the+job+done.-a0170112823
    - - Behavior Contract:
        Why should I do it: Provides students with more one on one help, support, and intervention. Holds students accountable. Provides structure, routine, consistency, and organization.
        When should I do it: When students exhibit persistent behavior problems. When students are defiant and oppositional.
        How do I do it: Utilize a daily behavior form, chart, or report card. Decide on the main problem behaviors and put these on the chart. Explain the procedure with the student.
        
        No Passing Time:
        Why should I do it: Prevents behavior issues from occurring in the halls and other unsupervised or unstructured settings. Increases student compliance and motivation to improve.
        When should I do it: When a student is instigating conflicts in the halls during passing.
        How do I do it: Keep the student until the normal passing time is over then send them to pass in the empty hallways
        
        Data Tracking Tool: Student Progress Self-Evaluation.pdf 26 great way to get the student involved and empowered. I like this one and would use it in both case studies it covers a wide range of class issues.
        
        Data Tracking Tool: School Counseling Referral Form.doc I think when we get to tier 3 it is time to look for outside help to come and give you some assistance.
        
        Sources: https://www.pbisworld.com/tier-3/behavior-contract/
    - - Structured Breaks:
        Why should I do it: It can help avoid a power struggle between you and the student. To allow students time away from a stressful or potentially stressful situation.
        When should I do it: When student is beginning to be argumentative or confrontational. When a student is refusing to follow a directive.
        How do I do it: Identify a safe and non-disruptive area to go (by or in office works). Explain the process to the student and have them practice it before implementation.
        
        Teach Conflict Resolution Skills:
        Why should I do it: Enables and empowers students to be more independent and highly functioning. Reduces teacher’s time “putting out fires” and increases teaching time.
        When should I do it: When you lose time due to student conflicts and disagreements. When students have trouble compromising, taking turns, sharing, etc.
        How do I do it: At the Tier 2 level, think of doing conflict resolution lessons and interventions for groups and individuals. Conflict resolution skills should be taught and revisited on a regular basis and should include role playing to practice the skills
        
        Data Tracking Tool: Not entirely sure the best method for tracking this but I think a day to day behavioral chart would work nicely.
        
        Check In, Check Out: Provides feedback and adult support on a daily basis. The program consists of students daily checking in with an adult at the start of school to retrieve a goal sheet and encouragement, teachers provide feedback on the sheet throughout the day, students check out at the end of the day with an adult, and the student takes the sheet home to be signed, returning it the following morning at check in
        
        Sources to help: CICO ppt downloaded onto Desktop
        
        Data Tracking Tool: Journal that is referred to and filled out on a daily basis with the student.
        
        THOUGHTS Compare and Contrast Case study one and two: Here I found that the CICO intervention works well with multiple issues in the classroom including disruptive and defiant behavior. I think this really gives the student a good chance to reflect in a meaningful format that they can look over.
        
        Sources: https://www.pbisworld.com/tier-2/teach-conflict-resolution-skills/ https://www.educationworld.com/a_issues/issues/issues103.shtml
        
        Data Tracking Tool: Parent Questionnaire 1.pdf 22 I think it is important to get a better understanding of the student when having behavior issues such as this.
        
        Sources: PBISWorld.com Free Printable Break Cards Pack