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positive behavior support case studies
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Research Paper
In this paper I will be comparing and contrasting three researched based articles regrading positive Behavior Support (PBS). PBS is a method of inhibiting maladaptive behaviors by teaching and reinforcing positive behaviors (Lynnette, Young, & Marchant, 2004). This method is critical in helping students with behavior disorders be able to learn in a classroom environment. A student that have a behavior disorders can posiable be a major distraction in the classroom impeding their education and their classmates’ education. In fact, Research has found the number one concern of many teachers and administrators is aggressive behavior by students in the classroom (Lynnette, Young, & Marchant, 2004). These behaviors have made it difficult
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Both students were close to repeating the third grade and have serious behavior problem displayed in the classroom and at home. A PBS plan was created as an intervention to get these students back on track in the classroom. The goals were to prevent aggressive and distracting behaviors in the classroom that was impeding their education. The methods used in their PBS plan were self-monitoring, teacher and peer mediated support, and positive reinforcement (Lynnette, Young, & Marchant, 2004). The positive reinforcement used most often was praise for appropriate behaviors and a token economy system administrated by teachers and paraprofessionals that interacted with the students (Lynnette, Young, & Marchant, 2004). The result of the plan was an immediate improvement in their socially appropriate classroom behavior. This was measured by comparing their behavior in a sample of same-aged student evaluated by their teachers (Lynnette, Young, & Marchant, 2004). All in all, the researcher found a major difference in the two student’s behavior in the classroom that lead to them improving …show more content…
Unfortunately, there are many obstacles implanting PBS school wide. For instance, In the article “Identifying Barriers and Facilitators in Implementing Schoolwide Positive Behavior Support” the author describes the barriers that teacher and administrators face in facilitating the PBS method. The researcher sets out to find why PBS is successful in one school but not the other. They invited schools that have been trained and implementing PBS for at least a year to a forum and examined their experiences by asking them questions (Safran, 2006). Two of the following questions that they asked was “What have been the barriers to implementing schoolwide positive behavior support in your school or district?” and "What can we do to better promote successful implementation across a number of schools and districts?" (Safran, 2006). They found that the schools that had trouble implementing PBS school-wide identified high turnover, time. lack of knowledge. philosophical differences, misunderstanding, and misperceptions as barriers in successfully implementing PBS in their school (Safran, 2006). In the end the researcher concluded providing training and support for the educator would alleviate many of the problems that prevents them from successfully implementing the PBS method school
In the text book: At the school level, a properly executed “positive behavioral interventions and supports (PBIS) program should be implemented using the “PBIS Pyramid model” addressing Primary (for all students: “prevention, effective for 80 – 90% of students”), Secondary “focused on At-risk students (to “reduce problem behaviors for 5 – 10% of students”), and Tertiary Interventions (“for students with high-risk behaviors for 1 – 5% of students”).
Scheuermann, B., & Hall, J. (2012). Positive behavioral supports for the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc. ISBN # 10:0132147831
Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative. The development of a BIP can aid in the reduction of maladaptive behaviors, thus decrease the likelihood of a suspension or expulsion. My current role as a special education program specialist permits the
The purpose of this study was to demonstrate that Conjoint Behavioral Consultation (CBC) is effective when educators and parents need to address learning and behavioral problems with students. Home-school positive collaboration results in an increase on-task and compliance behavior of students as well as an increase in teacher rating of behavioral control. For this study, positive behavioral support and evidence-based interventions (EBI) was used to address the student’s off-task and noncompliance behaviors.
As teachers, we are often expending more of our energy than is necessary by not taking time to implement a more comprehensive approach toward behavior management. In many cases one will need only a few of these strategies in place to create a positive behavioral support plan.
Martin, G., & Pear, J. (1999). Behavior Modification: What it is and How to do it. Prentice Hall, Upper Saddle River, New Jersey.
Throughout the course of history there has been a vast amount of work on different aspects of helping behavior. Helping behavior can be defined as assisting an individual when they are in need of aid. A social psychologist may define helping as a function of the particular, momentary situation the bystander may find themselves in (Amoto, 1990). Helping behavior is considered a key aspect in social behavior. When considering helping behavior, gender is also an important variable that may have an influence on helping. In American society there is a well-known difference in the distinction in gender roles. Women are expected to care for the personal and emotional needs of others, and to deliver routine forms of personal service (Eagly & Crowley, 1986). Men can be expected to be more aggressive and show less emotion than women, but also expected to preform courteous duties. Society has a great impact on male and female gender differences, and could impact the response in helping behavior. According to a previous study done by Latene and Dabbs (1975), the results stated that men were more likely to give help, and women were more likely to receive help. The results from the study indicated that there is in fact a relationship between sex and helping behavior. The social customary of helping behavior may determine the response in helping behavior. Also, when considering gender as a primary effect on helping behavior, cell phone use has also been correlated with this relationship.
The article focuses on the importance of teacher-student relationships, especially for students with behavioral problems and learning disabilities. As the article mentions, the quality of interaction among teachers and students has a significant impact on student academic achievement at each grade level. Positive teacher-student relationship is one of the most critical components of effective classroom management. In fact, “When teacher-student relationships improve, concurrent improvements in classroom behavior such as reductions in aggression and increases in compliance with rules can be expected” (Alderman & Green, 2011, p. 39). The article centers on the social powers model, which entail the use of coercion, manipulation, expertness,
According to the article urban schools face many challenges including (among others) limited resources, poverty, and diversity. School wide Positive Behavioral Interventions and Supports (PBIS) was a strategy used to address these and other needs with a benefit of helping promote a safe school climate. This is what drew me to this article since we are examining Safe Schools. According to Goodman-Scott, Hays, & Cholewa (2018) this article was a qualitative single-case study examining the patterns related to the implementation of PBIS in an urban middle school along with the role of the school counselor in PBIS (p. 98). The case study looked for processes and outcomes of PBIS implementation and leaders’ perceptions of the role of the counselor
In the United States 20% of the adult population report that they are living a flourishing life (Keyes, 2002). However, a high percentage reports feeling as if they are ‘‘stuck’’ or ‘‘want more’’ and are yet not diagnosable with a mental disorder (Fredrickson, 2008). Because happiness has been found to be the source of many desirable life outcomes e.g. career success, marriage, and health, it is of importance to understand, how languishing individuals can reach this ideal state: How can well-being be enhanced and misery reduced (Lyubomirsky, King, & Diener, 2005). Over the past decade, research in the field of positive psychology has emerged to provide evidence-based methods to increase an individual’s psychological well-being, through so called positive psychology interventions (PPI’s). PPI’s are treatment methods or intentional activities used to promote positive feelings or behaviour. PPI’s vary from writing gratitude letters, practicing optimistic thinking and replaying positive experiences. A meta-analysis of 51 independent PPI studies demonstrated significant results in the effectiveness of PPI’s increasing well-being (49 studies; r = .29) (Sin & Lyubomirsky, 2009).
There are different ways that a teacher can deal with a student’s undesirable behavior. Some of these strategies are: positive reinforcement, negative reinforcement, punishment or extinction. The type of r...
A Positive Behavior Support System (PBSS) is a school-wide approach to help establish the social culture and behavioral supports that are needed for all of the children in a school to ensure the achievement of both social and academic success. Because school principals play a pivotal role in the success of the school community it is, without a doubt, important that the principal play an important role in developing and implementing a PBSS in their school.
The utilization of positive reinforcement is a possible technique for enhancing students’ behavior for a variety of school conditions for individual and as well as for the group of students (Wheatley, et al., 2009).
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
There are many school-wide behavior expectations that will included in my future planning to establish a learning environment and decrease disruptions in the classroom. For this reason, I will teach social behavior to students during my lecture and provide opportunities so they can interact among each other. According to Flannery and Fenning (2014), teachers need to recognize and respond to the need to teach appropriate social behavior at the same time they are teaching the specific lesson (Flannery & Fenning, 2014). I chose these expectations mainly because it helps students meet their needs with a positive behavior and provide opportunities for students to develop social skills. Teachers need to provide opportunities for all students to practice and enhance their social skills (Banks & Obiakor, 2015). Another reason why I chose these expectations is because it enhances student’s positive behavior of culturally and linguistically diverse students. For instance, different resources will be assigned to students where they will be able to practice their skills and change their attitude to become better citizens. For this reason, schools must begin focusing on providing students the skills, attitudes, and knowledge they will need to be successful in the pluralistic and interdependent world in which students will live and work as adults (Diaz-Rico, 2014). Providing meaningful