Positive Behavior Intervention Supports (PBIS) (Daily Behavior Form…
Positive Behavior Intervention Supports (PBIS)
Tier 2 Interventions
Possibility to walk a student down or send another student to walk down with the student to the counselor
MUST get written consent & permission from the student’s legal guardian before proceeding with school counseling services.
Counselor referrals may be planned or spontaneous.
For planned referrals, having the student set up a day or days and times to meet with the counselor ahead of time and provide the student with reminders.
For spontaneous referrals, sending the student down to the counselor with a note briefly explaining what happened, or sending the student down and call and explain to the counselor the issue.
Daily Behavior Form
Utilizing a daily behavior form, chart, or report card
Deciding on the main problem behaviors and putting these on the chart
Explaining the procedure with the student
Rating the student for each period, hour, etc in the areas teacher decides to put on the form or chart
Sending a copy of the chart or form home for the parent to signing and reviewing with the student, either daily or weekly
Depending on the form you use, you may give the student a new form each day or the form may have space to rate the student for the week or month, etc.
Reviewing the student’s daily behavior and marks with them in a productive manner, discussing how they felt they did, why, and what to change or do differently the next day, etc.
Behavior Intervention Plan (BIP)
Using one or more of the “Data Tracking Forms” to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc
After tracking the behaviors, teacher may or may not choose to perform a Functional Behavior assessment, which takes the behavior data and helps teacher analyze it and decide on why the student may be engaging in the behavior.
After tracking and analyzing the behaviors function, utilizing one of the behavior plan forms to create a plan as to which specific behaviors you will address and what specific interventions and class supports teacher 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.
Meeting with the student, teachers, parent, and support staff to review the behavior plan, giving copies to everyone and having everyone sign the plan.
Implementing the behavior plan for 2-4 weeks, using a data tracking tool below to track progress, and then meet with the team again (student, teachers, parents, support staff) to review progress and make any necessary changes.
Regular reviews of the students progress and adjustments to the plan should occur about every month.
Non-Verbal Cues & Signals
Meeting with student individually to identify with student how you and they should communicate in a special way
Having student, as much as possible, pick the sign to use
Practicing with the student and explain when you notice they might need some re-focus, you will show them the sign
Setting up a cue with a student for when they would like to participate, volunteer, or when they will be called on to do so or speak or read in front of the class
Using cues like smiles, thumbs up, shaking head “yes”, etc to praise students for correct behaviors, participation, volunteering, etc, or to reassure them and encourage them
Using simple cues like shaking head “no”, raising eyebrows, giving a “one minute” finger signal, etc to redirect students, giving directives, etc
Response To Intervention (RTI)
Determining the academic deficit areas
Testing these areas to get a baseline
Implementing an academic intervention targeting the specific academic deficit area
Testing the student again after delivering the intervention
If there is progress, continuing this intervention
If there is not progress, try the intervention again or a different one and then test
If teacher tries the same intervention again and it does not work, he may try a different one and then test
Continuing this process until teacher find an intervention the student responds to
The Praise Game
--> Separating students into “Teams” (i.e. by table groups)
--> Teaching students no more than 3 key classroom expectations (e.g. follow Instructions, Ignore Distractions, and Participation).
--> Setting a timer to go off every 3-5 minutes. Whenever the timer goes off, praising and awarding a point on the board to each team/table that has met all expectations.
O'Connor, Helene. n.d. Child Behavior Case Study. Retrieved from
PBISworld. (n.d.). Tier 3 Interventions. Retrieved January 10th, 2020 from