Positive Behavior Support

Reinforcement is an essential part in identifying and encouraging a certain behavior. In the most classic definition, positive reinforcement is a method of identifying to children which behaviors are acceptable and appropriate and which are not (Sigler, E. & Aamidor, S, 2005). Reinforcement is often given as praise for doing a certain task. As educators, saying “great job” or a simple word like “fantastic” are expressed towards students as praise. However, when a student is struggling and praise is given such as “you are doing so well”, the negative aspects of praise present themselves. The child is aware of the empty praise

The staff can collaboratively develop expectations for behavior in the common areas of the building … restrooms, hallways, lunch room, library … which will eliminate disagreements and will reduce student anxiety. The school administrator could also promote a school climate that supports positive behavior by implementing some of the ideas from the Ryan article, such as bullying prevention and intervention, character education, and creating a caring school community (p. 137). While these ideas will not eradicate all discipline issues, they will contribute to a more peaceful learning environment for students and

An alternative to expulsion and suspension can be the implementation of School-wide Positive Behavior Support (SWPBS) framework (Nocera, Whitbread and Nocera, 2014). It was implemented in a low-performing middle school and it incorporated evidence-based education strategies, improved school climate, reinforced positive student behavior, and improved overall academic achievement (Nocera, Whitbread and Nocera, 2014). In order to change the climate of a school, it must encompass the support of the district, administrators, staff and students. One important facet of the school nurse is case management of conditions and orchestrating care with the school community. This can enable the identification of students with depression, anxiety, behaviors of self-harm and providing them and their families with proper referrals and educating staff on such conditions. Therefore, subsiding harsh punishments and spearheading crisis management of possible destructive behaviors.

Have you ever thought about how the behavioral expectations are different at varying developmental levels in students' lives? If you have, the changes and developmental differences of the students that are involved whether at the elementary, middle school or high school levels must be taken into account when developing a Positive Behavioral Support System (PBSS). Furthermore, school leaders must also value the socioeconomic and experiential differences of students and both also must be kept in the forefront for developing how a Positive Behavioral Support System should be implemented. Moreover, in urban settings, culture and meaning must be in the careful planning of what is going to be in the desired set of behaviors. Understanding expectations from the cultural norms have to be also considered. (Betters-Bubon, Brunner, & Kansteiner, 2016, p.265) This juggling act of keeping all of the different needs in the air of different students comes down to whether an effective leader can keep all the balls in the air and not let them drop, or to be stated more succinctly, to delegate and supervise the

The chosen signature assessment, Personal Position Paper, is an assignment from EDUU 602, Positive Behavioral Supports. This signature assessment expresses the Program Learning Outcome (PLO) number 1, Ethics, which demonstrates knowledge of ethical standards of teaching. The course was a study of theories, practices, and ethical issues in modifying and remediating behavior with emphasis on creating positive, productive school climates and implementing effective, positive and respectful applied behavior analysis techniques. The course included a minimum of 25 hours of authentic field experience. The books used for EDUU 602 were, Comprehensive classroom management: Creating communities of support and solving problems

These results indicate that in North Carolina negative behaviors in the future are preventable. The instructing officers stated that it improved their relationships with the children, the school, and the community as a whole, which shows that the program is working (National Institution of Justice).

According to Feierman, (2013)Researchers have identified evidence-based practices that reduce incidents of school delinquency including violent misbehavior, lessen the need for exclusionary disciplinary practices or referrals to the justice system, and amilorate academic performance among all students. School-Wide Positive Behavioral Supports (SWPBS)—also referred to as Positive Behavioral Interventions and Supports (PBIS), restorative justice and trauma-informed education are examples of these practices. PBIS is the only such approach directly supported by federal law, the Individuals with Disabilities Education Act requires consideration of PBIS in an eligible student individualized education program.

Horner, R.H., Sugai, G., Todd, A.W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.) Individualized supports for students with problem behaviors: Designing positive behavior plans. (pp. 359-390) New York: Guilford Press.

How we teach is just as important as what we teach. This is especially true when training staff to perform on the job. Due to the important role of our direct care staff it is crucial to implement training procedures that are scientific and evidence-based. Based on the following literature review, Positive Behavior Changes (PBC) has created a comprehensive training package for direct care staff. By utilizing Personalized Systems of Instruction (PSI), video training, in-situ training and role-play methods, staff will learn how to implement Functional Communication Training and Errorless Learning with individuals on the Autism Spectrum. In order to provide our clients with the best possible services, we seek to not only equip staff with the knowledge

The fundamental principles guiding Positive Behavioral Support Systems remain the same no matter what grade level is taught. While maintaining the overall concept of teaching appropriate behaviors and providing accountability for inappropriate behaviors is stagnant among each grade level, the actual appearance or observation of the PBSS implementation will drastically change based on the education level being taught.

Positive Behavioral Support Systems (PBSS) have shifted from its inception as a response to punitive discipline practices for students with severe behavioral challenges. Instead of creating interventions for individuals with profound disabilities, as it once did in the 1980’s, it recognizes that all stakeholders within an organization contribute to a positive climate. The movement was sparked by changes made to the Individuals with Disabilities Act (IDEA) in 1997, which acknowledges that individuals with exceptionalities should not be targeted with specialized plans but be incorporated into a comprehensive framework that holds high expectations for all. This change in philosophy helped to address a need for policies and approaches that vary the levels of interventions required for both academic and behavioral needs. This contribution has inspired the development of multi-tiered levels of support. This approach suggests that when we have effective practices in place for the majority, we should only expect a small percentage of others to require alternative methods. (Dunlap &

The conference I attended was the Association of Positive Behavior Support (APBS) annual International Conference on Positive Behavior Support (PBS). APBS is an international organization that is focusing its research on positive behavior support. This association works with a variety of members from all different fields that are interested in PBS. Their mission is to reduce negative behavior by creating and devolving a system that supports and implements positive behavior.

The Positive Behavioral Support System (PBSS) is a program implementing training and incentives to encourage correct behavior on school campuses. The system is divided into three tiers. Tier 1 provides broad support to the entire campus. Tier 2 provides support to a target group. The students in Tier 2 are high-risk. Tier 3 is for individual students who have exhibited problems with adhering to the programs requirements. With the exception of Tier 1, the support in each tier is specific to the students and is based on assessing data. One of the most important components of this program is that all teachers, administrators and students practice the program with fidelity (Positive Behavioral Interventions and Supports 2017).

Collaboration among all stakeholders - administration, faculty, staff, parents, and students is essential for student achievement. The strategies and action steps in place all require the effort

Positive behaviour support. As a science-based practice, PBS incorporates applied technologies of behaviour change and instruction that have been validated by empirical research. Using the scientific discipline of applied behaviour analysis (ABA) as a foundation for assessment and intervention design, PBS also integrates principles from other disciplines such as biomedical science and developmental psychology. As a values-informed approach, strategies used in PBS are based on the goals, preferences, and context of the individual receiving support, and by his or her parents, teachers, and/or support workers. Behavioural support plans are developed, implemented, and evaluated in collaboration with key stakeholders, and interventions are designed