PBIS Intervention IdeasVisual Instructions

No Hitting

Hands Down

CHOOSE 1

• Go outside now with class

• Play with clay for 1 more minute, then outside

• Play with clay for 3 more minutes, then outside

•Rules

Use visuals to show what TO DO , as well as, what NOT to do. Always give a directive that states, in as few words as possible, what you want the student to do.

•Choice MakingChoices should be ones that are acceptable to the child and appropriate to the situation. It should allow the student to have a sense of control.

Or use visual strips to remindstudents of the rules for classroomprocedures

OR

PBIS Intervention Ideas

StopWait a minute

Finish work Tyler Quiet Tyler

draw read

VISUAL CUES

• Photos of student presenting target behavior and replacement behavior

• Visual cue card to prompt student to use replacement behavior Use your calm space

Good Work Tyler

PBIS PBIS Intervention Intervention Ideas:Ideas:

General General

Teaching Students the Rules:The Right Way to Do It!

• Create rules that can be followed, i.e., make sure the expectation is reasonable for the child

• Have the student define or model their interpretation of the rules

• Have the teacher define or model their interpretation of the rules

• Resolve any mismatches in the interpretations or expectations

• Practice following the rules• Practice consistency in the delivery of the reinforcement

for rule adherence

Keeping Group Focused:

Movement Breaks: Let’s Move

• Helpful for many students who cannot stay on task and focused.

• Most of the time it is best to schedule the breaks (So that they happen)

• Materials: None (Music or Chants are nice!)

Rewarding Students for Appropriate Behavior:

Take A Chance Reward

• Intrigues students because it carries a certain degree of unpredictability

• Can be used with the entire class or individual students• Student earns reward• Student draws a card from the deck• Reward described on the card• Ideas: HW Pass; CW Pass; Game with a friend; Time in

Reading or Art Center; Lunch with a friend or teacher• Materials: Deck of Playing Cards

Rewards listed on index card then glued on each card

Teaching Students to Use Appropriate Behaviors:Negotiation & Choices

Negotiation:

“ If you do the first 5 Math problems correctly then we will mark off the rest.”

Choices:

“If you do not want to do this task then here are your choices.”

Don’t Change the expectation once the student complies i.e. adding more math problems after they did what you asked.

Redirecting Students with Hyperactivity :Silent Signal

•Meet privately with the student•Identify for the student those motor or verbal behaviors that are more distracting •With the student’s help identify a silent signal you can use to alert them that the behaviors are distracting•Practice or role play several scenarios with the student in which you use the signal.•Be sure to praise the student for responding appropriately to the signal.

Attention Behaviors

How to gain “Attention” appropriately

Teaching Strategies:

1. Talk Ticket http://www.interventioncentral.com/htmdocs/interventions/behavior/talkticket.php

2. Breaking the Attention-Seeking Habit: The Power of Random Positive Teacher Attentionhttp://www.interventioncentral.com/htmdocs/interventions/behavior/ncrft.php

3. Verbal Outburstshttp://dpi.wi.gov/sped/doc/ebdveroutb.doc

4. Student Help Signalhttp://www.interventioncentral.com/htmdocs/interventions/study/helpsignal.php

5. Rubber Band Interventionhttp://www.interventioncentral.com/htmdocs/interventions/behavior/ rubberband.php

Power/Control Behaviors

1. Passive Resistance http://dpi.wi.gov/sped/doc/ebdnoncomp.doc

• Teach expectations and classroom procedures

• Be gentle when cueing, correcting, redirecting, etc. – goal is to connect with the student, not push him/her further away

• Offer choices in tasks, assignments - focus on strengths and interests

• Seat the student near the teacher, away from distractions, etc.

• Have clear expectations – allow student input – review periodically

• Break multi-step activities into smaller steps with feedback and reinforcement along the way; break long-term assignments into smaller short-term tasks

• Teach organizational skills and time management

• Teach students problem solving skills, decision making skills

• Ask yourself what the bottom line issue is – if it’s getting the assignment done, then perhaps reinforce getting it done and work on neatness as the next step

2. School-Wide Strategies for Managing... DEFIANCE / NON-COMPLIANCEhttp://www.jimwrightonline.com/php/interventionista/interventionista_intv_list.php?prob_type=defiancenon_compliance

• Allow the Student a 'Cool-Down' Break • Ask Open-Ended Questions • Do Not Get Entangled in Arguments • Emphasize the Positive in Teacher Requests • Increase 'Reinforcement' Quality of the Classroom • Keep Responses Calm, Brief, and Businesslike • Offer the Student a Face-Saving Out • Listen Actively

How to gain “power/control” appropriatelyTeaching Strategies

Escape/Avoidance Behaviors

Teaching Strategies:1. Accommodating All Students: 'Classic' Ideas That Teachers

Can Use to Diversify Classroom Instruction http://www.interventioncentral.org/htmdocs/interventions/genAcademic/classic.php

• Write assignments or complex directions on the board in addition to saying them Create easy-to-follow 'strategy' sheet that lays out academic problem-solving steps in a clear manner for student to refer to as needed. Give copies of this model to each student, and mount poster-size versions on classroom walls.

• Teach students acceptable, unobtrusive ways to get academic assistance from peers. • Put together 'help-signal' program: when a student gets 'stuck' on seatwork, he or she

displays help-signal (e.g., brightly colored index card) on desk, switches to other work until teacher is freed up to approach and provide assistance.

• Train classmates (or even older students from another classroom) to serve as floating 'peer-tutors' during seatwork, circulating around classroom to help students in difficulty.

• Keep instructions brief. Break multi-step directions into smaller subsets-and have the student complete one subset before advancing to another. Use simple, clear language.

2. Reducing Problem Behaviors Through Good Academic Management: 10 Strategies

http://www.interventioncentral.org/htmdocs/interventions/behavior/edtchng.php

How to gain “Escape/Avoidance” appropriately

Every student can learn, just not on the same day or same way. -George Evans

Visual Structure

ReferencesHodgdon, Linda. “Use Visual Strategies for improving communication, Hodgdon, Linda. “Use Visual Strategies for improving communication, and solving behavior problems.” and solving behavior problems.” hhttp://www.usevisualstrategies.com/ttp://www.usevisualstrategies.com/information.htmlinformation.html

Stokes, Susan. “Autism: Interventions and Strategies for Success.”Stokes, Susan. “Autism: Interventions and Strategies for Success.” http://www.cesa7.k12.wi.us/sped/autism/index2.htmhttp://www.cesa7.k12.wi.us/sped/autism/index2.htm

Hodgdon, Linda. Hodgdon, Linda. Visual Strategies For Improving Communication,Visual Strategies For Improving Communication,(Michigan: QuickRoberts Publishing, 2000).(Michigan: QuickRoberts Publishing, 2000).

Wilmington TEACCH Center. Wilmington TEACCH Center. Visual Structure Checklist,Visual Structure Checklist, (North Carolina: (North Carolina:Division TEACCH of the University of North Carolina at Chapel Hill, 2003).Division TEACCH of the University of North Carolina at Chapel Hill, 2003).

Web Resources

• NHCS Student Support & Intervention System Manual http://www.nhcs.net/sped/MANUAL/Special%20Education%20and%20Related%20Services%20Manual%20-

%20WEB%20VERSION1.htm• Self-Assessment Survey version 2.0 August 2003 ©2000 Sugai, Horner & Todd, Educational and Community

Supports University of Oregon http://www.pbis.org/files/ebssurvey.docEBS• School-Wide Positive Behavioral Support and Response to Intervention Sugai http://www.rtinetwork.org/Learn/Behavior/ar/SchoolwideBehavior

• www.pbis.orgwww.pbis.org• http://cecp.air.orghttp://cecp.air.org• www.udel.eduwww.udel.edu• http://darkwing.uoregon.edu/~ttobinhttp://darkwing.uoregon.edu/~ttobin// (Click on (Click on Case Study)Case Study)• www.interventioncentral.comwww.interventioncentral.com• http://dpi.wi.gov/sped/ebdbluepri.htmlhttp://dpi.wi.gov/sped/ebdbluepri.html (Blueprints for Success: Instructional(Blueprints for Success: Instructional Strategies to Promote AppropriateStrategies to Promote Appropriate Student Behaviors)Student Behaviors)• http://ici2.umn.edu/elink/bms3s4s5/bms3s4s5_lessons.htmlhttp://ici2.umn.edu/elink/bms3s4s5/bms3s4s5_lessons.html

Resources & Books To Consider for Resources

• Back Off Cool Down, Try AgainBack Off Cool Down, Try Again by Rockwell: Publisher The Council for Exceptional Children

• Behavior Guide: Positive Interventions to Ensure Student Success Developed by Michael L. Lujan: Publisher Memory Minds, L.P.

• Best Behavior: Building Positive Behavior Support in Schools by Jeff Sprague & Annemieke Golly: Publisher Sopris West

• Handbook of Individualized Strategies for Classroom Discipline by Selig & Arroyo; Western Psychological Services (WPS) Publishing Company

• Practical Charts for Managing BehaviorPractical Charts for Managing Behavior by Lavelle: Publisher Pro-Ed

• Ready…Set…R.E.L.A.X.Ready…Set…R.E.L.A.X. by Allen & Klein: Publisher Inner Coaching

• Skillstreaming in Early ChildhoodSkillstreaming in Early Childhood by McGinnis & Goldstein: Publisher Research Press

Resources & Books To Consider for Resources Continued

• Skillstreaming the Elementary ChildSkillstreaming the Elementary Child by McGinnis & Goldstein: Publisher Research Press

• Skillstreaming the AdolescentSkillstreaming the Adolescent by McGinnis & Goldstein: Publisher Research Press

• Social Skills Activities for Special ChildrenSocial Skills Activities for Special Children by Mannix: Publisher Josey-Bass

• Social Skills Activities for Secondary Students with Special Social Skills Activities for Secondary Students with Special NeedsNeeds by Mannix: Publisher Jossey-Bass

• The Measurement of Behavior: Behavior ModificationThe Measurement of Behavior: Behavior Modification by Houten & Hall: Publisher Pro-Ed

• The Tough Kid Tool BoxThe Tough Kid Tool Box by Jenson, Rhode, & Reavis: Publisher Sopris West

• Win-Win DisciplineWin-Win Discipline by Kagan, Kyle, & Scott: Publisher Kagan• Why Johnny Doesn’t Behave: Twenty Tips and Measurable BIPsWhy Johnny Doesn’t Behave: Twenty Tips and Measurable BIPs

by Bateman & Golly: Publisher IEP Resources