Positive Behavioral Support System Analysis

P., & Pas, E. T. (2011). A Statewide Scale Up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation. In School Psychology Review (pp. 530-548). National Association of School Psychologists.

I work at a school which implements P.B.I.S., also known as P.B.S. (Positive Behavior Supports). Our school P.B.I.S./P.B.S. goals include the following:

There are many different policies and procedures that schools have to abide by some of these are;

Six years ago, my school, San Pasqual Academy, experience an increase of special education students with emotional disturbance and oppositional defiant disorder classifications. In response we begin to implement the Building Effective Schools Together (BEST) program under the guidance of Jeff Sprague of the University of Oregon’s Institute on Violence and Destructive Behavior. I served on this BEST committee and collaborated with my colleagues to create, implement, and monitor a schoolwide behavior plan for our site. We gathered qualitative and quantitative student behavior data to inform and guide our work. After two years of program implementation and data collection, we were finally prepared to begin to focus our work toward accurately targeting students in need of individualized/intensive interventions and followed the research question, “Which of our students are in the most need of behavior support?

Positive Behavioral Interventions and Supports (PBIS), is implemented nationwide through schools to create a positive environment for learning adapted from evidence-based context (“PBIS,” 2009). PBIS emphasizes preventive school discipline and positive classroom management need to be combined with effective academic instruction in a safe and positive school environment to increase achievement for all students (“PBIS,” 2017).

Using the traditional behavior management I don’t think it will be the best approach to positive behavior support. When looking into figure 12.1 on page 216, is very hard to try to fix an individual without understanding the problem behind the individual behavior. Behavior at times is implemented by a behavioral specialist that often is outside the general classroom, at times it might not be the ultimate resolution. I am not implying that behavioral specialist input is not important, but is hard to have someone come into the classroom just one day and already have a behavior plan, which sometimes doesn’t work for the student. A one-day observation is not the same as actually really knowing the student and their up and down on an everyday living.

Summary: This chapter focuses on students with autism and students who have difficulty understanding and displaying appropriate behaviour as well as social interactions and skills. The text outlines using positive behaviour supports to help these students to become successful. This can be done using visual supports and social stories. In order to help these students it is important to identify when interventions are needed and what the teacher can do to build resiliency and to remove triggers. Things that need to be taken into consideration is the classroom environment and transitions. Both are areas that can make or break a student’s ability to display positive behaviours.

In both observations all teachers utilize Positive Behavior Strategies Interventions a district wide strategies. Consistency is the baseline of any PBSI, students in Beaufort County School District regardless of their school they attend they are aware of acceptable behaviors and rewarded for good behaviors. Classroom management strategies that motivated their students to want to learn. There were minor disruptions but it is to be expected for anyone to be off task. The average class was over an hour long. Students were reward with Stamps that was based on token economy and candies after manger

Behavior expert Marianne Helson states that adolescents age 12 to 24 years old can be impacted the most by low parental and social support (Helson, 2000, p. 319). That’s because adolescents are more likely to experience emotional problems than any other age group. When asked why she thinks children are more susceptible to emotional problems than any other group? Helson simply stated, she believed the problem stemmed from social views (p.320). In short, the way children measure success nowadays all comes down to social standards. This includes how popular they are, the clothes they wear, and the people they call friends. Those aren’t the only tools children use to measure their social standings, however. Living in a digital age has also taken

I select this image because I found it a very stimulating piece in the classroom. This is known as the Positive Behavior Chart, it is chart were it is divided by homerooms. The boxes are shaded when something positive has been done during the class period time. Something positive can be an act of kindness, a good question being ask to the teacher based on the lecture, or the behavior as a whole class. Then chart then becomes a competition within the classrooms, whoever has the most shaded squares wins a price by the end of the semester. I found this to be a great way of learning and to have students to participate in the classroom it is an effective way in awarding students in their accomplishments in the classroom.

To establish successful positive behavior support plans within school systems, it is important to concisely identify the set of behavior expectations, pinpoint and teach directly observable student outcomes, develop

Positive Behavioral Intervention and Support is a method intended to construct securer and extra operational learning institutes. This methods tactic is centered on constructing the capability of schools to demonstrate and fund optimistic conduct in every learner by creating inquiry-based school-wide and classroom-detailed correction methods. Positive Behavior Intervention and Support is not a set plan but, instead, offers methods for learning institutions to model, apply, and assess efficient school-wide, and learner detailed correctional procedures. Positive Behavior Intervention and Support contains school-wide techniques and practices proposed for: (a) every learner, staff, and institutional surroundings; (b) non-classroom surroundings inside the learning institution setting; (c) separate classrooms and educators; and (d) separate reinforcement for the learners who show the greatest demanding actions (Sugai & Homer, 1999; Sugai, Sprague, Homer, Walker, 2000).

This article was a case study that aimed at using universal behavior expectations of all students in an Urban school with the inclusive student population. The study claimed that with a positive climate, students become more engaged and there is a reduction of disruptive behaviors. The positive climate can be achieved by using a school wide-positive behavior support ( SWPBS) program. Another key aspect of the program was using an action plan to solve the problem, involvement of leadership, including parents, professional development and teaching and reinforcing the desired behavior. The two-year study composed of a total school population of 784 in year one were 77 students were identified as a special education student. In

Over the course of this year, I have come to find that focusing on positive behavior has been a better management strategy for me than focusing on the negative behavior. This year, I decided to recognize,reward,and celebrate the students who made good choices. In my class, we worked together as a class/family towards a goal, it could be anything from extra recess, earned free choice or an extra art activity. Whenever I observed my students working well together, or receiving a compliment or praise from another teacher or leader on campus I would reward the entire class with a “special” activity of their choice.

A school-wide discipline and behavior management approach, such as a Positive Behavioral Support System (PBSS), has great influence on what happens at the individual classroom level. Skill, accountability, consistency and special situations are four components of PBSS. Social skills instruction is a key component of an effective classroom. Students spend the highest percentage of their day in the classroom. Therefore, this is where the majority of social skills instruction must occur. Grade level teams must work together to develop a behavioral matrix that addresses the needs of their students. The behavioral matrix, as part of the PBSS, specifies the expectations for students and holds them accountable in the classroom as well as the common areas of the school with consistency. One of the most important roles teachers play in a typical classroom is classroom manager. Effective teaching and learning cannot take place in a classroom that is poorly managed. In order for the social skills instruction to be effective, teachers need to create a positive environment that is effectively organized and managed. At the classroom level, teachers need to implement strategies to teach, prompt, reinforce, and infuse student-focused interpersonal, problem