Introduction
While working in a preschool educational institution, I interacted with various children. However, one of them, namely, Jonathan needs specific help finding an approach. He is 6 years old and suffers from attention deficit hyperactivity disorder. The child has behavioral and emotional problems and does not control his emotions and expressions. He is mainly aggressive and expressive towards other children. Interaction in the game brings him the greatest difficulties; if he does not win, he speaks rudely to other children and can use physical force. Special study time is also difficult; when he needs to concentrate on learning new material, he behaves as if he is bored and does not want to be in the classroom. Jonathan distracts others, does not listen to the teacher, and behaves emotionally excitedly in a negative context. To cope with such a difficult case, the PBIS framework, which consists of three tiers, and a specific strategy will be selected for each one, will be applied.
Discussion
The first tier is based on a universal school system for all. All students are taught basic behavioral requirements, including kindness and respect for others. School staff recognize this and praise students for good behavior in general (Rachel’s Challenge). Small rewards in the form of prizes, which are used to recognize positive student behavior, are effective. For Jonathan, in this case, the game form will be relevant and will include tasks in relation to classmates. The tasks will be based on the fact that students must create good words and actions in relation to each other. The prize will be awarded to the one who shows the best attitude towards a classmate. Considering Jonathan’s potential always to be the first and win, he will try to show his best. The purpose of such a strategy is to teach the child that good behavior will always be appreciated in relation to others. Practicing such a strategy is expected to help replace his rude behavior and emotionality with politeness and concern for others.
In the second tier, additional targeted support is connected to students who have problems, which is relevant for Jonathan. Some students have difficulty meeting behavioral expectations. For such individuals, the school provides interventions and training that are largely evidence-based (Rachel’s Challenge). Jonathan has problems with social interaction, so it is important to teach him social awareness and empathy at this level. In order to complete this task, the teacher needs to unite the children in a circle and give everyone the task of describing the situation that would offend him the most. After that, the child should act out this situation with a partner. That is, in relation to Jonathan, the partner must do what would offend him the most (physical violence is excluded from the list here). After that, this same child must show pity and empathy towards Jonathan. Jonathan must describe what he felt in the first and second cases and take part in another situation where he will be the abuser and the one who shows empathy and compassion for another child. Such interaction will be in the form of a task and not an arbitrary pastime and should be conducted under the supervision of the teacher to exclude violations of the rules or physical violence among children. By practicing this exercise, it is expected that Jonathan will feel the difference between being offended and disappointed and will choose the latter method of interaction with children.
At the third tier, intensive support for individual students, to which Jonathan belongs, is applied. This level of PBIS is the most intensive and it is important to choose the right strategy for this student in order to correct their problem behavior (Rachel’s Challenge). In this case, the strategy is involving the family and giving them a behavioral plan that each family member should practice with Jonathan. The plan consists of using praise tactics, spending time outside the home on the playground, and visiting a child psychotherapist. With this kind of in-depth interaction, it is expected that after one month, the student will already be able to meet 70% of the behavioral expectations, only if these expectations are clearly defined and communicated. Therefore, PBIS helps with difficult cases and provides an opportunity for understanding between children with emotional and behavioral problems and teachers.
Conclusion
In conclusion, provided separate strategies for each tier are aimed at correcting the behavior and emotional perception of the social environment of the problematic student. PBIS allows you to assess which behavior is acceptable and which needs correction. The level system is intended to recognize that most students will have a set of skills that will help them cooperate in the environment. The identified strategies will help not only Jonathan but also students with similar problems. The analysis shows that PBIS contributes to better student behavior. Schools using this method will face fewer disciplinary referrals and suspensions. As a result of working on three levels, Jonathan will also be able to improve his academic performance.
Work Cited
Rachel’s Challenge. PBIS: Positive Behavioral Interventions and Supports. 2022, Web.