Positive Behavior Intervention Support - Vamshi Mugatha

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Assessment and Evaluation and Digital Literacy

Szerző: Brenda Schepper

Managing Compensation

Szerző: SITI HAJAR BINTI ZAIDI

การประกันคุณภาพภายในสถานศึกษา

Szerző: hathaichanok wonglert

Problem Solving Methodology BBC

Szerző: Long Le

LACK OF RESPONSIBILITY

OFF-TASK, NON-DISRUPTIVE STUDENT

POSITIVE BEHAVIOR INTERVENTION SUPPORTS: TWO CASES

BEHAVIOR MEETINGS

MENTORING

Improves student motivation Source of accountability, encouragement, support, and advocacy

ORGANIZATIONAL TOOLS

Increases student responsibility and follow through Holds students more accountable

CICO - Check-in, Check-out

Improves student organization, motivation, incentive, and reward Helps students to self monitor and correct

Data Tracking -Tier 1

For students: Self-monitoring assignment sheet or if some behaviors, organization and assignments need to be monitored, then a tracking form could be created specifically for the individual. It's important that the tracking be largely student monitored since the age group is high school, and independence is an important theme for students at this stage.

For teachers: Tier 1 Intervention General Tracking form would provide the documentation of interventions attempted over time.

TOUCH BASE WITH STUDENT

Keeps students moving forward, motivated, and progressing Holds students accountable

REWARDS

Increases motivation, buy-in, and sustained effort

MORE STRUCTURED ROUTINES

increases work production, compliance, & engagement

HELP STUDENT START ASSIGNMENT

Improves students’ perceptions of the work and assignments Increases student willingness and participation

TIER 3

Data Tracking -Tier 3

For students: Student Progress Self-Evaluation and/or Self-Assessments could be given if they have not already been administered in Tier 2. Providing students with a self-referral form to the counselor would also be a good idea; high school students want to feel like they have choices. In line with that, the Forced Choice Survey should be administered to students during Tier 3 as well.

For teachers: At this point, it would be time to call in the School Counselor and/or the Behavior Intervention Specialists through the use of the referral forms for the school/district. Teachers could use information gathered from Scatter Plots and other data tracking in Tiers 1-2 to complete a Functional Behavior Assessment. Teacher would also want to continue tracking the progression of interventions and results from Tier 1 to Tier 2 to Tier 3 on an online platform or electronic form such as PBISWorld Behavior and Intervention Tracking form. If the school has the Google Suite, a shared tracking form could be created to document interventions being implemented by all teachers who work with that student.

BEHAVIORAL MEETINGS

When students are age appropriate and involved in meetings, they tend to take interventions more seriously, feel included, and are held directly responsible from the parties involved

BEHAVIORAL INTERVENTION PLAN

Provides more intensive intervention and monitoring Increases support around student Provides an individualized plan for success

FORCED CHOICE REINFORCEMENT SURVEY

Gives good data for developing behavior plans and reward or incentive systems

TIER 2

Data Tracking -Tier 2

For students: Daily (if necessary) or weekly Check In, Check Out forms for the student would serve as self-monitoring (given the ages of those in high schools classes). After some time, Student Progress Self-Evaluation and/or Self-Monitoring Assignment sheets could be given, which would hopefully help address the issue of responsibility.

For teachers: Check In, Check Out Data Summary forms would help the teacher compile and track the student's performance over time on the CICO intervention. Teacher would also want to continue tracking the progression of interventions and results from Tier 1 to Tier 2 on an online platform or electronic form such as PBISWorld Behavior and Intervention Tracking form. If the school has the Google Suite, a shared tracking form could be created to document interventions being implemented by all teachers who work with that student.

SELF-MONITORING

Improves on task behaviors Increases productivity Improves self awareness and reflection

REWARD SYSTEM

Increases on task and attending behaviors

NON-VERBAL CUES & SIGNALS

Creates a working relationship with student without calling attention to the student in a negative manner

Main topic

TIER 1

Data Tracking -Tier 1

For students: A self-monitoring behavior sheet could be created specifically for the student to help them become more self-aware. It's important that the tracking either be largely student monitored or subtly monitored by the teacher, since the age group is high school, and independence is an important theme for students at this stage.

For teachers: Tier 1 Intervention General Tracking form or an online platform like LiveSchool would provide the easy yet unobtrusive documentation of interventions attempted over time.

LOGICAL CONSEQUENCES

Teaches students to take responsibility for their choices It teaches that when an action occurs, a consequence follows Are similar to what would happen to an adult in a comparable situation

PROXIMITY

Can be a subtle re-direction technique

FREQUENT EYE CONTACT

Provides off task, disruptive, inattentive, and other students with a non-verbal cue to stop what they are doing and get back on task Is a subtle way to address behaviors and students without drawing a lot of attention (very important for working with high school students)

PRAISE WHEN ON TASK

It helps keep students engaged