NJ PBSIS Intervention Planner

[pic] Positive Behavior
Intervention Planner
2014
For an electronic version of this document and additional tools, samples,
and templates to support function-based planning for students engaging in
repeated behaviors visit www.njpbs.org, select the Planning Resources tab,
then select the individual student planning tab on the top right hand
corner of the page NJ PBSIS (2014). PBSIS is a collaboration between the New Jersey
Department of Education, Office of Special Education Programs and The Boggs
Center Rutgers Robert Wood Johnson Medical School.
NJPBSIS is funded through the I.D.E.A. 2004, Part B Funds.
Table of Contents Introduction to the Planner: The purpose of this planner is to provide
concrete guidance for selecting strategies to address repeated patterns of
behavior across a range of student needs. Prior to selecting interventions
in this planner, the teacher or the student's team should first complete
the Function-Based Information Tool (including a baseline of behavior over
a two week period) and have identified a plausible function of behavior.
You will likely need to consider addition information prior to determining
function (e.g., interviews with the student and parent, social support
survey, strengths / what works survey, etc.). |Section |Pages |
|Transitions and Routines |4-8 |
|When arriving or dismissing , transitions between locations, transitions between activities and |5-6 |
|ending a preferred activity | |
|When there are changes in personnel |7 |
|When there is unstructured time |8 |
|Instruction and Work Routines |9 |
|During whole group instruction is happening (listening, waiting turn, note taking) |10-11 |
|When it is time to start working (e.g., independent task, test, quiz, etc.) |12-13 |
|When doing work that is challenging for the student (e.g., above reading level, missing background |14-15 |
|knowledge, etc.) | |
|When sustained effort or attention is needed (e.g., working for 15 minutes) |16 |
|When it is time to do reading related tasks |17-18 |
|When it is time to do math related tasks |19-20 |
|Planning and Organization |21-27 |
|When the student doesn't have / can't find the needed materials |22-23 |
|When the student is faced with a problem or dilemma (e.g., does not know what to or |24 |
|how to generate a plan) | |
|When the student has to manage multiple tasks or steps |25-27 |
|When the student has to self direct their performance or work | |
|Handling Prompts and Redirections |28-33 |
|Introduction to the Redirection Protocol |28-29 |
|Redirection protocol |30-33 |
|Social Relations |34-39 |
|When the student is excluded from a group, wants to socialize or has to work with peer partners or |35-36 |
|groups, has to share or compromise | |
|When faced with stressful situation, told something they don't like or is feeling under pressure |37-39 | Top 4 points to remember: 1. Behavior occurs in a pattern - when you understand the pattern you can
predict occurrences:
|Under what |What does the student |What is the immediate |What is the delayed |
|circumstances does |say & do? |response from adults & |response (e.g., |
|behavior occur? | |other students |detention, parent |
| | | |contact, etc.) | 2. Use data to monitor progress.
3. Always select intervention strategies based on your best understanding
of the function of behavior.
4. Other tools that may help inform what is happening (available on
www.njpbs.org):
. F-BIT parent and student interview guides
. Social Support Student Survey
. Student Strengths and Interests Inventory
. Classroom Climate Reflection Checklist Transitions & Routine Strategies This section details class-wide and individual student strategies that can
help to improve fluency and cooperation with transitions and routines. If
you indicated on the F-BIT that any of the following are a problem for the
student, the strategies in this section may be helpful. When possible and
appropriate, consider applying the strategies on a class-wide basis first.
Sometimes, adjusting the class-wide procedures are sufficient. If not,
then select individualized strategies that are consistent with the
understood function of behavior. . Transitions:
o During arrival/dismissal
o Changing locations
o Changing activities
o Ending a preferred activity
o Following class routines
. Changes in routine or personnel
. Handling unstructured time or delays in routine Effectively transitioning is associated with a number of different skills
and factors. Consider strategies in the Planning and Organization, Social
Relations and Handling Prompts and Redirections sections of this planner.
|Transitions: The student engages in problem behaviors when transitions are required (e.g., arriving or |
|dismissing from class; transitions between locations; transitions between activities, ending a preferred |
|activity) |
|Teach the class a consistent routine for transitions (arrival/dismissal/independent work/ cooperative |
|groups/ etc.): |
| |
|For each routine define the key 3-5 steps or expectations for how students are to conduct themselves / what |
|they are supposed to do. Expectations should be short, positively stated, and action oriented. |
|Use an Explain-Model-Practice-Check for Understanding process for teaching the students the routine |
|Post the routine visibility in the class large enough to be read from across the room |
|Expect that from time to time students will need a review of the routine and reminders to about what is |
|expected. Build in periodic review to prevent a drift from the routine |
|Provide frequent social praise to reinforce following the expectations/routine |
| |
|If instruction on the class-wide routine is not enough, then provide additional / personalized instruction |
|to the student on the specific steps (see supports below for ideas on how to help the student manage |
|transitions) |
| |
|Greet students at the door welcoming them to class. |
| |
|Use 'do now' or 'bell ringers' that are short fun tasks that create interest in the topic being covered: |
| |
|Activities provide a review /reinforcement of basic skills or information needed to more fully benefit from |
|the lesson |
|Activities leave the student 'hanging' in anticipation of an answer that gets revealed during class |
|Makes a link to a contemporary life situations |
|Have students complete a K-W-L activity (e.g., What I am sure I Know, What I think I know, What I Want to |
|Know) and then have them self check their responses during instruction |
| |
|Use 'line trivia' (fun or review questions) when students have to wait in line (e.g., waiting to go into the|
|cafeteria or auditorium).