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Unable to Work Independently (Pre-K) by Danielle Nichols (Tier One…
Unable to Work Independently (Pre-K)
by Danielle Nichols
Characteristics
Frequently asking for assistance
Sits without doing anything
Won't start independently
Requires intensive one on one attention
Tier One Interventions
Praise when attempting to work independently
Redirection
Reminding student of classroom schedule, assignment, and expectations
Visual Schedule
Helps visual learners
Increases understanding of the classroom schedule and routine
Reminds students what they should be doing
Ignore
Students may be not working independently for attention
If student starts working independently after ignoring, praise them
While doing it, praise students who are working independently
Tracking
PBIS World Tier 1 Intervention General Tracking Form
Since my students are between 16-24 months, I would avoid using behavior charts or self-monitoring since it is not age appropriate
In this form, I would document what strategies are being used for each student, and what the outcome was
I would further expand upon this form and add a section for future steps to determine what could be done after the outcomes
Teaching social skills
teaching students to work independently as a whole class
Encourage independence in:
trying to put on and take off shoes
cleaning up
basic hygiene such as wiping hands
preparing for snack, lunch, and dismissal
Tier Two Interventions
Structured breaks
providing a safe, structured space for student to engage in free play or reading
using a timer to keep track of break
Structured breaks can help students with poor attention to refocus and cool down
Behavior Intervention Plan
Using behavior intervention plan to document area of concern, plan individualized objectives, create further preventative strategies
Working with parents to discuss home intervention plan and strategies
Scheduled meetings with parents to discuss progress and further re-evaluation
Further teaching social skills
In tier two, teaching independence in smaller groups or to individuals
teaching through stories, praise, and activities that require independent decision making
Tracking
Behavior Intervention Plan
Developing a document similar to PBIS World BIP Plan for students that are BIP for students with ADD, ADHD, poor organization, inattentive, unfocused, off task, distracted, fidgety, hyperactive, and more
Used to work with parents to address the concern both at school and at home, as well with a behavioral specialist if needed
PBIS Weekly scatter plot
To be able to document behavior and interventions with a daily and weekly time schedule
help determine if behavior occurs at certain times of the day and possible reasons why
PBIS Parent Questionnaire
to create a better understanding of child's personality, behaviors at home, and characteristics
Tier Three Interventions
Behavioral specialist observation
With consent of parents, have the school's inclusion director to come in for observation to monitor behavior
meet with specialist to discuss ideas for further intervention strategies
Have inclusion director do functional behavior assessment if deemed necessary
Teaching Social Skills Tier 3
teaching more customized, individualized social skills lessons for the student based on information from parent questionnaire, weekly scatter plot, and BIP
Visual Cue
Develop a cue for student that is used when needed to refocus
Develop a praise cue for when student is on task
allows for less whole class focus to be on student, may feel more comfortable to begin working independently
Tracking
Behavior Specialist Referral Form
Form which documents area of concern so specialist can come for observations and support
Only after consent of parents
Functional behavior assessment
To be completed be behavior specialist to create a baseline and further understanding of behavior and appropriate strategies to manage behavior
After trying for six months