Level HSC Unit 40 - Lead positive behavioural support.

(b) The data for this study came from a sample of 6,988 children enrolled at 21 elementary schools that participated in a randomized trial of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). This trial specifically included data on instances of

LO 1.2 Describe with examples the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies of the setting.

Development of an intervention is the final step in the functional behavior assessment (FBA) process. In the completion of the FBA antecedent and reinforcing contingencies are identified which can be manipulated to prevent the behavior from occurring, remove reinforcement for engaging in the undesired behavior, or be utilized to reinforce alternate behaviors (Cooper, Heron, & Heward, 2007). An FBA is a necessary component of the intervention process in that it provides the necessary information with regard to the function of the behavior through the systematic manipulation of environmental variables thought to maintain the problem under controlled conditions; yielding a clear demonstration of the interaction between the independent variable

Policies and procedures are set of guidelines and rules put in place by the government to ensure the safety of children and young people while they are in care. It is important that anyone working with children and young people is fully aware of policies and procedures put in place in their setting and also aware of their role in implementing these policies and procedures. Policies and procedures definite what an organisation does and how they do it in order to provide a safe environment for children and young people during their time in care.

There are many procedures, policies, legislations and statutory guidance to support the safety and welfare of children and young people. They have been developed over many years to recognise the rights of children and young people, protect vulnerable children and young people and after independent inquiries of fatal abuse cases, to recognise the failures of multi agencies and support services.

A guideline to all staff on how pupil’s behaviour should be managed. It is important that this policy is constantly being applied to ensure full safety of the pupils; this is why all staff must be familiar with this policy.

If we protect children from harm they are more likely to grow up into confident members of society. Children with a disability are three times more likely to experience abuse and neglect and it’s up to us as practitioners to recognise the signs and symptoms to protect all children.

Positive behaviour support (PBS) is an approach to providing services to individuals who exhibit challenging behaviour. Since the early 1990s, PBS has received increasing attention from the behaviour-analytic community. Some behaviour analysts have embraced this approach, but others have voiced questions and concerns. Over the past dozen years, an approach to delivery of behavioral services known as positive behavior support has emerged as a highly visible movement. Although PBS has been substantially influenced by applied behavior analysis, other factors are also part of its

The current legislation relating to Positive Behavioural Support is titled - the Positive Behaviour Support Policy – Safe management of challenging behaviour in children and young people with learning

1.1- Outline the current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people-

Behaviour policy- The behaviour policy goes over topics like how to treat others, how you should act in the premises, how you should talk to others and how you should do something when you have been told to do it etc. The policy also goes over rules and consequence’s if the rules are not followed. It goes over how they use positive behaviour support when a child has done well. It explains responsibilities, the curriculum, the values and how rules are reinforced to the children.

A Functional Behaviour Assessment (FBA) is not one single thing; it is a broad term used to describe a number of different methods that allow researchers and practitioners to identify the reason a specific behaviour is occurring (Cooper, Heron, & Heward, 2007).

In conclusion, from the articles read and reviewed for this paper it can be said that functional behavior assessments are essential in the use for properly evaluating disruptive behaviors in any educational setting. FBAs assist in determining triggers associated with a student's disruptive behavior, reasons behind lash outs/frustrations, and much more; by determining the cause and effects of a student's behavior with FBAs, the assessment helps to distinguish factors that lead to answering the reason ‘why’ students act out and how the school can shape, mend, or reinforce the said behavior. It has also been verified that FBA’s are crucial within elementary schools as they do not only assist in catching problem behaviors early but also are helpful

As educators is it important for us to teach necessary skills for our students to thrive in society and our curriculum should be based on these skills. In my current position I implement Positive Behavior Support Plans (PBIS) in schools, by having PBIS I feel we are teaching student’s the specific skills they need to be successful and helping teachers reflect on the positives. We have to strive to provide our students with skills that will not only enable them to obtain a career but also develop the skill in maintaining their career; we must also instill a sense of human decency, compassion, acceptance, respect, and global awareness. PBIS will help students know specific expectations and learn and understand that in life we have specific guidelines that we need to learn in order to receive the rewards of success.

However, it has not been a federally mandated procedure to be implemented in the public school settings until 1997 (Scott & Kamps, 2007). Functional behavior assessment is much different than a regular assessment. It cannot be completed in one sitting like most people think when they hear the word assessment. The FBA is a process of many procedures to find the function or the reason why someone behaves the way they do. The process involves observations, interviews, a record review, and any information that may be helpful at looking at what happens before and after a behavior takes place (Gresham, Watson, Skinner, 2001). From this analysis, a function or purpose the problem behavior serves can be