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Disruptive behaviours (Confrontational/Defensive: case study 1 is a…

- - - - Why should I do it: Because it is quick method to de-escalate a student and keeps you in control. Furthermore, this prevents students from feeding off of the attention of the class or others and breaks the cycle of escalations, tension, intensity, etc.
      - When should I do it: When a student is trying to verbally engage you in an argument or they become very insistent, argumentative, and will not drop the point. additionally this is a good intervention when a student becomes agitated, raises their voice, becomes physically or verbally aggressive or threatening, or becomes threatening in any other way. The student just wants to be correct, right, or win and/or seems to be taking it personally and cannot handle the issue, topic, etc
      - How do I do it: This technique takes a lot of patience, support, self-control and self-talk. You need to use a calm and neutral tone, offer several choices, give a timeline to decide within, and walk away. Humor also can help here. It is important to validate the students' feelings and to teach and practice a technique or method with the class on how to have a disagreement with others
    - - Why should I do it: Because it is easy and fast with good results many times. Furthermore redirection minimizes distractions and misbehaviors, improves students' attention and focus and it keeps the class on track. Lastly, it brings students back to the task at hands
      - How do I 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. It is important not to make your redirection more than one or two sentences and to be clear and concise with redirection statements. So be sure to be to the point and you could use non-verbal cues such as eye contact or proximity control.
      - When should I do it: When students are off task, inattentive, goofing around, talking out of turn or misbehaving. Furthermore, you can use redirection when students are getting off topic or they are not doing an assignment or task correctly, this might show when they are confused or lost.
    - - Why should I do it:
        Peer tutoring creates a safer and less embarrassing and intimidating setting and climate for students to ask questions, express misunderstandings, etc. It allows students more opportunities for assistance and increases academic and behavioral support Peer tutoring provides frequent and constant redirection and refocusing, quicker feedback and attention. Furthermore, it gives students one on one help and attention and helps students to get to know other students and make friends and trusted relationships
      - When should I do it : When a student is inattentive and unfocused, needs frequent one on one help or needs directions repeated a lot and concepts reviewed multiple times and ways. Additionally, this is a great intervention for when a student gets overwhelmed and frustrated easily and asks frequent questions and needs frequent clarification
      - How do I do it: Peer tutoring may be done as a structured and routine procedure or on an as needed basis, depending on the students needs and peer tutors. Peer tutors should be those students that are capable of working with others well and who grasp the concepts and ideas well enough to explain to others. Peer tutors should be given some basic ground rules before being allowed to serve as peer tutors. eachers should always ensure the peer tutors have grasped the concepts themselves before moving on to help others. You can have peer tutoring daily, weekly, monthly, or as needed, etchelp others.
- - - - How to do it: Use one or more of the “Data Tracking Forms” below to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc. After tracking the behaviors, you may or may not choose to perform a Functional Behavior assessment, which takes the behavior data and helps you to analyze it and decide on why the student may be engaging in the behavior. After tracking and analyzing the behaviors function, utilize one of the behavior plan forms below to create a plan as to which specific behaviors you will address and what specific interventions and class supports you will provide to address the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent. Regular reviews of the students progress and adjustments to the plan should occur about every month
      - When should I do it: When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in the class. When students demonstrate significant emotional difficulties that interfere with learning and/or others, including frustration, anxiety, depression, fear, etc. When students demonstrate significant difficulties with organization, motivation, work completion, etc
      - Why should I do it: Because it provides more intensive intervention and monitoring and increases support around student. This intervention provides an individualized plan for success and addresses specific issues in a specific manner. It involves teachers, support staff, the student, and parents actively
    - - How to do it: Develop a formal or informal agenda for the meeting, politely state the expectations for conduct during the meeting and have all relevant parties present, like teacher, social worker, counselor, administrator, parent, guardian, etc. Always use a calm and neutral tone with parents to avoid instigating conflicts, reminding all school staff to do the same. Always highlight something positive about the student
      - When should I do it: When a student is at Tier III, regular and consistent behavior meetings are absolutely essential and necessary. Behavior meetings should be considered strongly for Tier II students as well
      - Why should I do it: Because it provides constant, updated, and relevant information for managing behaviors in school and at home. Furthermore, it helps provide valuable data and information on updating behavior plans, functional behavior assessments, and other behavior modifications and interventions and keeps home and school on the same page. This offers immediate or real-time feedback and plan development or alteration and avoids confusion, misunderstandings, conflicts, etc.
    - - How to do it: 1) be calm and be empathetic to student, 2) state the crime: “Due to you not doing your work while we were doing it together…, 3) provide consequence “You will be finishing it during recess”. Then walk away and don't engage in a conversation about it. Do not give warnings. Provide a consequence upon first negative behavior.
      - When should I do it: When a students is disruptive during teaching time, when they do not finish their work, when they pick on another student, when a student breaks any sort of rule, etc
      - Why should I do it: Because it provides powerful instances to teach alternative behaviors and expectations and it leaves the student with a feeling of control. This intervention provides choices within firm limits. furthermore, it teaches students to take responsibility for their choices and when an action occurs, a consequence follows