PBIS Intervention Ideas
Visual Instructions
•Choice Making
Choices 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.
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.
Hands
Down
OR
No
Hitting
Or use visual
strips to
remind
students of
the
rules for
classroom
procedures
PBIS Intervention Ideas
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Photos of student
presenting target
behavior and
replacement
behavior
Visual cue card to
prompt student to
use replacement
VISUAL
behavior CUES
Stop
Finish work Tyler
Wait a minute
Quiet Tyler
Use your calm space
Good Work Tyler
draw
read
PBIS
Intervention
Ideas:
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.”
Don’t Change the expectation
once the student complies i.e.
adding more math problems after
they did what you asked.
Choices:
“If you do
not want to
do this task
then here
are your
choices.”
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
2.
Breaking the Attention-Seeking Habit: The Power of Random
Positive Teacher Attention
http://www.interventioncentral.com/htmdocs/interventions/behavior/talkticket.php
http://www.interventioncentral.com/htmdocs/interventions/behavior/ncrft.php
3.
Verbal Outbursts
http://dpi.wi.gov/sped/doc/ebdveroutb.doc
4.
Student Help Signal
http://www.interventioncentral.com/htmdocs/interventions/study/helpsignal.php
5.
Rubber Band Intervention
http://www.interventioncentral.com/htmdocs/interventions/behavior/ rubberband.php
Power/Control Behaviors
How to gain “power/control” appropriately
Teaching Strategies
1.
Passive Resistance
http://dpi.wi.gov/sped/doc/ebdnoncomp.doc
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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
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School-Wide Strategies for Managing... DEFIANCE / NON-COMPLIANCE
http://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
Escape/Avoidance Behaviors
How to gain “Escape/Avoidance” appropriately
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
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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 'peertutors' 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
Every student can
learn, just not on
the same day or
same way.
-George Evans
Visual
Structure
References
Hodgdon, Linda. “Use Visual Strategies for improving communication,
and solving behavior problems.” http://www.usevisualstrategies.com/
information.html
Hodgdon, Linda. Visual Strategies For Improving Communication,
(Michigan: QuickRoberts Publishing, 2000).
Stokes, Susan. “Autism: Interventions and Strategies for Success.”
http://www.cesa7.k12.wi.us/sped/autism/index2.htm
Wilmington TEACCH Center. Visual Structure Checklist, (North Carolina:
Division TEACCH of the University of North Carolina at Chapel Hill, 2003).
Web Resources
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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.org
http://cecp.air.org
www.udel.edu
http://darkwing.uoregon.edu/~ttobin/
(Click on Case Study)
www.interventioncentral.com
http://dpi.wi.gov/sped/ebdbluepri.html
(Blueprints for Success: Instructional
Strategies to Promote Appropriate
Student Behaviors)
http://ici2.umn.edu/elink/bms3s4s5/bms3s4s5_lessons.html
Resources & Books To
Consider for Resources
• Back 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 Behavior by Lavelle:
Publisher Pro-Ed
• Ready…Set…R.E.L.A.X. by Allen & Klein: Publisher
Inner Coaching
• Skillstreaming in Early Childhood by McGinnis &
Goldstein: Publisher Research Press
Resources & Books To
Consider for Resources
Continued
• Skillstreaming the Elementary Child by McGinnis & Goldstein:
Publisher Research Press
• Skillstreaming the Adolescent by McGinnis & Goldstein: Publisher
Research Press
• Social Skills Activities for Special Children by Mannix: Publisher
Josey-Bass
• Social Skills Activities for Secondary Students with Special
Needs by Mannix: Publisher Jossey-Bass
• The Measurement of Behavior: Behavior Modification by Houten
& Hall: Publisher Pro-Ed
• The Tough Kid Tool Box by Jenson, Rhode, & Reavis: Publisher
Sopris West
• Win-Win Discipline by Kagan, Kyle, & Scott: Publisher Kagan
• Why Johnny Doesn’t Behave: Twenty Tips and Measurable
BIPs by Bateman & Golly: Publisher IEP Resources