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Interventions (Jennifer, 6yo preschool student, routinely slips into…

- - - - Non-Verbal Cues and Signals To give Jennifer an additional opportunity to self-correct her behavior, we can establish a non-verbal cue to reminder her that she should speak English. After giving her a few options (touching my ear, mouthing the word "English," etc.) Jennifer can choose the option she wants. The non-verbal cue can be used as a buffer before the normal verbal warning.
      - Peer Mentoring This is a procedure students are using regularly in each team, making sure their teammates are staying on task and following rules so they don't lose points (See Reward System in tier 2 of Benjamin's flowchart). I can talk with Jennifer's new team on Monday and remind them to encourage her to switch back to English if she falls into Chinese.
      - Tier 3
        
        Check-in Check-out (data tracking) I will create a CICO form for Jennifer, counting the number of times she completed an activity or freeplay period entirely in English (NOT counting Chinese speaking incidents so this intervention has a positive spin). She may get bonus points for her team by meeting goals specified at the beginning of every day. I will omit the typical portion of the CICO form where parents sign the sheet and return it the following day unless the behavior gets unrealistically out of control.
        
        Behavior Meetings These end of morning period and mid-afternoon period meetings will be extremely brief, informal (she's six years old), and directly connected to the CICO progress. I will show Jennifer the CICO chart, congratulate her on her progress of completing group work and tasks while using English, and that's it. The entire T-S interaction will take five seconds.
- - - - Tier 2
        
        Reward System The reward system is a procedure put into place for all students already (teams of 4 mixed up every Monday, teams earn points, end of the day points become plastic gold coins, once per month school store is opened and students buy things with gold coins). For Ben the threshold for earning points will be dramatically lowered. This will be paired with the Acknowledging Positive Behavior from tier 1.
        
        Behavior Form (data tracking) One week at a time, with the help of my assistants, I will chart how often, when, and why Ben has outbursts, including: yelling at a teacher, crying, crawling/rolling on the floor, or any combination of the aforementioned. We will track what seemed to trigger him, and what calming technique seemed to be effective at bringing him back to an emotional equilibrium. If the behavior persists, this data will be provided to anyone who may benefit from it.
        
        Tier 3
        
        Breaks If the student finds himself unable to cope with a given situation, he may be given a break. For no longer than five minutes, Ben can move to a couch slightly away from the student tables to calm down. He is constantly playing with things and putting things in his mouth, so a fidget spinner, Rubik's Cube, or other similar toy may be provided to give him something to focus on while relaxing. After a preset timer goes off, Ben can try to return to the normal class.
        
        Functional Behavior Assessment (data tracking) and Individual Education Plan If the student's negative behaviors show no improvement, and the cause is still unclear, an FBA may be implemented. Using the data gathered, an IEP may be formed using input from teachers, school councilors, family, child psychologists, etc., etc.