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PBIS (Off Task : Disruptive (Tier 1 (Tier 2 (Tier 3 (The Praise Game (…

- - - - -Keeps Teacher in control
        -Helps teach students that engaging in power struggles will not get them where they want
        -Establishes teacher's position as being outside of the student's tactics usual attempts to get what they want
        -Done when giving directions, directives, corrections or reprimands. or when a student is trying to verbally engage you in an argument.
    - - -Helps keeps students engaged.
        -Provides encouragement.
        -Creates a positive and motivating 'buzz' around students.
        -increases motivation, buy-in, and increased effort.
        -Done all the time in classrooms but especially important when students need extra motivation or you are trying to boost positive student behaviors and outcomes.
    - - -Student behaviors can be more easily managed .
        -Improves work production and listening.
        -Helps students with poor attention and focus.
        -Done when a student is disturbing others, having trouble concentrating on their own work, or drawing unneeded attention to themselves.
    - - Forced Choice Reinforcement Survey
        
        -Provides valuable insight into what kinds of incentives/rewards a student will respond positively to.
        -Gives direct feedback from the student's perspective.
        -Easy to score and interpret.
        -Done when a student is not responding positively to rewards/incentives or they express they do not care about rewards/incentives.
      - Structured Breaks
        
        -Allows student time to cool off and calm down without disrupting other students.
        -It can help to avoid the dreaded power struggle between the teacher and student.
        -Gives fidgety kids the opportunity to get up and move.
        -Done when a student is refusing to follow a directive, the student seems overwhelmed, anxious, sleepy or bored.
      - Teach Conflict Resolution Skills
        
        -Reduces amount of time teacher is "putting out fires"
        -Improves self confidence in the student.
        -Promotes maturity and reduces tattling, bickering and disruptions.
        -Done at the beginning of the year and once every month to reinforce the skills to all students and especially when students have trouble compromising, taking turns, and/or sharing.
      - Data Tracking Live System:
        Student Learning Style Survey
        http://www.studyguide.org/learning_styles.htm
        
        A learning style survey can be a helpful tool for off task: disruptive students as it gives the teacher direct input into what way a particular student learns best. It also gives the student a sense of agency as they are communicating with the teacher by telling them how they want to learn.
      - Tier 3
        
        The Praise Game
        
        -This intervention supports the special needs of tier 2 and 3 students by protecting their self esteem and and voiding singling them out.
        -Can again assist in reinforcing positive classroom behaviors.
        -Ideally The Praise Game should be done daily and involve the whole class in an attempt to promote consistency.
        
        Check in Check Out (CICO)
        
        -Helps students to self monitor and correct.
        -Improves student motivation, incentive, organization, and reward
        -Improves and establishes daily home/school communication and collaboration.
        -Done when a student has failed to respond to other interventions and general class management techniques.
        
        Mentoring
        
        -Provides student with a personal connection and buy in.
        -Helps student to feel like someone has their back.
        -Helps student to perceive school, teachers, and work in a more positive light.
        -Done when a student does not seem to have any significant connections to learning, behavior, academics.
        
        Data Tracking System:
        Parent Questionnaire
        http://storage.cloversites.com/beecreekunitedmethodistchurch/documents/Parent%20Questionnaire.pdf
        
        If all else fails, a good data tracking system for tier 3 could be having the parents fill our a questionnaire that fills in details of the students at home life. These details could be useful in providing the teacher with insight into what the student reacts positively to outside of school.
    - - LiveSchool is a great tool to assist an off task, disruptive student because it provides the student with rewards and incentives in exchange for appropriate classroom behavior. The student can even use the app themselves and track their own progress which gives them a sense of agency and motivation.
- - - - -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.
        -Done as frequently as possible.
    - - -Saves instructional time
        -Does not have significant negative association
        -Keeps class on track
        -Done when students are off task, misbehaving or frequently off topic
    - - -Quick method to de-escalate student.
        -Prevents students from feeding off attention.
        -Helps teach students that engaging in power struggles in futile and will not get them the results they desire.
        -Should be done when a student is trying to verbally engage the teacher in an argument.
    - - Speaking out of turn can be a common trait of a defiant student, keeping a simple tracking form of when a student is or is not rasing their hand can be an effective way of tracking their progress.
    - - Teach Relaxation techniques
        
        -Students can get overwhelmed easily, teaching them relaxation techniques can help them cope with feelings of anger or anxiety.
        -Has positive physiological benefits such as improved blood flow, oxygen levels, and endorphin levels,* can also reduce the amount of cortisol in a child.
        -Done when a student is visibly uncomfortable and showing signs of uncontrollable behavior.
      - Teach Coping Skills
        
        -Can aid in student empowerment and assertiveness. The reason a student may be defiant is becuase they may be projecting a lack of ability to cope with situations they may not be fond of. Teaching students how to properly cope will make them more confident and build their self esteem which could lead to less confrontation when it comes to getting things done.
        -Done regularly, but especially when students have trouble handling criticism, failure, disappointment, decision making.
      - Non Verbal Cues/Signals
        
        -Non verbal cues/signals can create a personal connection with a student and make them feel as if the teacher is on their side. Cues can be simple things such as a wink, or some sort of hand gesture that is almost a secret code between the student and the teacher. This can strengthen the bond between the student and teacher which could lead to less defiant outbursts.
        -*Done as a form of redirection from misbehavior.
      - Data Tracking Strategies:
        School Counselor Referral Form
        
        Referring a defiant student to a school counselor may be the best option to keep a record of which behavior interventions have been working and which haven't. Having a third party like a school counselor help the student discuss their issues may make them feel more heard and less on the defensive.
      - Tier 3
        
        Alternatives to suspension
        
        -Alternatives to suspension should always be discussed in a neutral tone as to avoid power struggles with the student.
        -Alternatives to suspension are always more beneficial than having a student miss school and can include: In school suspension, community service, parental supervision, behavioral contracts, or a school service.
        -Done when a student is constantly getting in trouble or trying to get suspended to get out of doing something
        
        Mentoring
        
        -Mentoring can increase student morale and make a student feel as if someone is on their "team". The mentor can help show the student who is showing inappropriate behavior that defiancy is not the way to achieve their wants or needs in the classroom.
        -The mentor can help the student view the school, teacher, and classmates in a positive light instead of a hostile environment.
        -Done when other intervention seems to fail or a student is suspicious of school faculty.
        
        No Passing Time
        
        _No passing time increases student compliance and motivation to improve given they do not have the opportunity to interact with their classmates outside of the classroom.
        -It is easy to implement and prevents classroom defiance from spilling over into the hallways.
        -Done when a student is frequently getting into trouble or unable to respect the teacher during class time.
        
        Data Tracking System:
        Functional Assessment Checklist
        
        A functional assessment checklist is a good tool that can be used to constantly track and update a students behavior in class. It provides an area where the students strengths are discussed and has a comprehensive step checklist on how to improve the disruptive behavior. It is very comprehensive and leaves no room for variable error.