Positive Behavior Support Scenarios

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

Every school has a positive and inclusive approach to managing behavior. We believe in encouraging behavior through a range of positive behavior management strategies. Through this positive approach we can aim to pre-empt inappropriate behavior, thus enabling us to focus on good behavior and teaching the children. We believe strongly in the importance of promoting and praising good behavior. We aim to provide care and support for our children and support them to learn how to manage their behavior appropriately.

In the past few years, I had worked in a general education classroom that had three students that would exhibit similar behavior as the students above and with the teacher working with the BCBA, they began using PBIS in the classroom to help dissolve the issues

It is hard to clearly define PBIS because is a framework or practicum to help manage student behavior and assist in further prevention of unacceptable behavior like violence or uncheck disrespect. PBIS is an acronym for “Positive Behavioral Intervention and Supports. Congress began to introduce practices for behaviorism before more evidence-driven approaches like PBIS. Fixing the preexisting Individuals with Disabilities Education Act both in 1997 and in 2004, Congress recognized the potential of PBIS to prevent exclusion and improve educational results (Marzano n.d.). This is now one of the soundest bases for managing student behavior in the school-wide basis.

Throughout the years education has taken many different directions, each direction presenting new positive and negative outcomes. One of the newest directions the school system has taken is the inclusion movement. As a result of the inclusion movement some other changes within the classroom have been made. This includes behavior management programs. This has led to the development of Positive Behavioral Support.

The purpose of this paper is to research the use of the School-Wide Positive Behavior Support system while teaching students with Autism Spectrum Disorder (ASD). I am interested in learning the SWPBS model and if it is beneficial to use with ASD students. I would like to identify evidence-based practices for supporting students with Autism Spectrum Disorder and the best ways to implement them within the school system.

PBIS was added to the list of behavioral intervention strategies for students in alternative setting in Flower et al.’s (2011) article A Literature Review Of Research Quality and Effective Practices In Alternative Settings. PBIS incorporates most of Tobin and Sprauge’s (2000) effective behavioral interventions within the structure of the system. The article describes PBIS as “a three-tiered (universal, secondary, and tertiary tiers) framework for preventing and responding to challenging behavior by building an environment where there is a predictable structure and routine with reinforcement delivered contingent on student performance of desired behavior” (Flower et al., 2011 p.493-493).  Flower et al. (2011) goes on to describe the three tiers in the following manner:

(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

The Behavioral Matrix adds to the strength of a Positive Behavior Support System. PBSS is a school-wide program that holds all students accountable. One of the key principles is that all students in the school should experience five positive interactions (collectively, from adults, peers, or themselves) for every negative interaction (Kazdin, 2000; Kerr & Nelson, 2002). The Behavioral Matrix supports this principle because the expected prosocial behaviors are incentivized by rewards, reinforcers, and positive responses. Each grade level team would use the school-wide incentives for the students within their grade level but also the behavioral standards developed for their grade level. This would provide consistency and accountability for

Using the results of the Scale of Effective School Discipline and Safety (SEDS) Questionnaire given to Lacy Elementary School participants, an analysis of the readiness of their teachers to implement a Positive Behavioral Support System (PBSS) will be examined. The SEDS questionnaire consists of 58 items, which are organized into five areas of attention by scale: Scale 1: Teachers’ Effective Classroom Management Skills (24 items), Scale 2: Teachers’ Positive Behavioral Interactions and Respect (11 items), Scale 3: Holding Students Accountable for Their Behavior: Administration and Staff (7 items), Scale 4: Teachers’ Contribution to a Positive School Climate (9 items), and Scale 5: School Safety and

I agree with the statement that according to the Center for Evidence-Based Policy, successful interventions involve proactivity, focused strategies, and applicability in the proper places. However, I differ on the fact that proactive measures are preferred over reactive measures to control behaviour. The positive process of bahavior support is a general or all-inclusive method of tackling a problematic behaviour or conduct in that it does not only take into account the behaviour itself, however, it also regards the characteristics or traits and the circumstances of the individual or child that exhibit that particular conduct, as well as the conditions together with people that are around it or that form the environment. Nevertheless, the interventions

We started Positive Behavior Intervention Support (PBIS) Program with a survey to all staff including aides, teachers, and noon-duty supervisors. We identified different locations and times for behaviors seen in those areas. Looked at behaviors tickets and categorized the different reasons for referrals. Then we developed a discipline plan of expected behaviors in each area. Presented the to entire school community. School Site Council (SSC), Parent Teacher Administration (PTA), English Learner Advisory Committee (ELAC). Discussed positive rewards for models showing how they followed rules. We continue to teach

For reasons unknown, some students simply cannot or choose not to behave during class. Caroleo opens her article, “An Examination of the Risks and Benefits of Alternative Education”, with the claim, “One size education does not fit for all children and youth” (35). It is true that blanket instruction does not work for most at-risk students. A specialized educational setting results in an increase in supervision and guidance. Specialized settings lower the possibility of frequent outbursts; therefore, placement into a smaller class would benefit the disruptive student. In most alternative classrooms, the student-teacher ratio is low. In a local alternative school hosted by New Brockton High School, the class roster rarely reaches above ten students. Smaller settings allow teachers the chance to minimize down time and focus on individuals. Increased one on one time allows students to find more productive outlets for their excess energy. In addition to being beneficial for the troublesome student, alternative schooling would allow other members of the class a productive environment in which to learn. Students’ outbursts are detrimental to not only the other students’ education but also the education of the delinquent as well. Placement into an alternative school will allow typical students to attend class uninterrupted and encourage the cause of distraction to focus on continuing their education. If the disruptive student is removed from the classroom, then it is likely that all students’ grades will flourish accordingly in the now positive

The person/ team that is in charge of creating the Positive Behavior Intervention Supports do so with the mentality that they are being made so the child can master the goals. In doing so, the creators take into consideration the whole child and takes into account specific teaching practices and strategies that will benefit them the most. This eliminates the notion of “one size fits all” that often promotes a cookie cutter effect and rather strives to take a more individualized approach. The school itself is able to use the resources they have and are the most relative to the school’s vision and mission (NFFG, pg.

Throughout my experience during fieldwork, there are numerous amounts of circumstances where I felt I was ill equipped with dealing with certain student’s behavioural and academic needs. My role as a support teacher mainly involves assisting with focus groups and in-class assistance with a supervising learning support officer. All of the classroom teachers are evidently informed about the student’s I entered the fieldwork with my mindset on applying “Positive behavioral interventions and supports” [PBIS] (Dunlap et al., 2014, p.135), however this approach may not always be suitable in school wide behavioural intervention mechanisms. I attempted to apply PBIS in the classroom environment with a student diagnosed with attention-deficit/hyperactivity disorder (ADHD), Cognitive Moderate Disability (CGO) and Oppositional defiant disorder (ODD). Teachers and learning support officers regard Marcus (Not the student’s actual name) as extremely violent, rude and disruptive in the classroom. One of the support teachers even felt conflicted approaching the student’s classroom due to his tendency to “lash out” and “abuse” her. However, I regarded this experience to be quintessential to my future career, as it is a necessity to understand the approaches to mitigate the student’s behavioural outburst and academic growth.