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Regulating Ethan's Behavior

In order to support Ethan, I began to implement some strategies I had learned while in the Positive Behavior inquiry-to-action team with TCICP. I had always used a "treasure box" to reward my students at the end of the week for good behavior. We followed the school-wide PBIS system: To earn a “tiger ticket” for a treasure prize, according to this system, the whole class needed to show “respect, our best effort, cooperation, kindness, and safety" throughout a single week. 
Because of his disruptive behaviors, Ethan was not getting any rewards. I tried giving Ethan a token reward system with pennies. I told him that if he could earn five pennies in one day, he would earn his choice of rewards, which I made sure to personalize it for him in particular. He chose computer time, Thomas the Train stickers, or a prize from the prize box. 
Ethan’s visual schedule of talk time with me and his token economy system.
After compiling months of data on Ethan’s aggressive and jealous behavior, I realized once again, that it was my attention he wanted and not the prizes. I jotted down anecdotes on a calendar and marked tallies and stars for each time he exhibited those behaviors. Stars noted if he was violent or aggressive. My inquiry-to-action team facilitator suggested making him a visual schedule of specific times of the day when he would be able to have uninterrupted talk time with me. During this talk time, we would role-play scenarios of him and his peers when he would get angry (a technique called Life Space Interview). On his laminated schedule, Ethan used a dry erase marker to check off each time we talked. As the weeks went on, Ethan didn’t need to check off our time together, but he did keep his schedule on his desk as a reminder. His aggressive and jealous behaviors slowly began to decrease.
Handwritten data on calendar paper, which helped to visualize and remember why the behavior was triggered. This is Ethan’s behavior in January (stars show aggressive behavior). Ethan’s behavior in february.” Ethan’s behavior in March.  Aggression was very low.

Unfortunately, after the introduction of a new student to our class in May, the frequency of Ethan’s aggressive behavior increased:

Seeking another strategy to support Ethan, I began to communicate back and forth with his parents in a home communication journal, one in which he could also write his feelings and draw pictures. Secondly, I gave his parents a chart and set of pennies to use at home to keep the strategy consistent and reward good behavior. Finally, I made a chart for parents to fill out so I could understand the kinds of behaviors he was displaying at home.
Ethan’s home communication journal
Ethan’s home communication reward chart