Schoolwide Positive Behavior Support

These rules are displayed throughout the school and are referred to continuously by staff and children equally. We also have class rules that have been developed by the children themselves and are a positive device for encouraging good behaviour. The children can then monitor their own behaviour as well as the behaviour of other children in the class.

According to former Indiana state superintendent of schools Dr. Suellen Reed, “We know from our research that there’s no turnaround school without a turnaround principal” (as cited in Gammil, 2007, para. 2), further supporting the fact that “school leaders have an essential role in cultivating a positive school culture in public schools” (Peterson and Deal, 2002, p.30). However, it is imperative to improve our understanding as to how principal leadership impacts the school culture in high poverty schools to ensure that all children receive a quality education, regardless of zip code, in an environment conducive to learning. The six measured factors are as follows:

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

Universal supports and instruction are the core programs and strategies provided to all students within the school building to promote successful student outcomes and prevent school failure. Tier 1 supports are intended for all students in the school. The core components of prevention include setting clear behavioral expectations, creating an acknowledgement system to reinforce desired behaviors, and developing a system for addressing misbehavior. Creating clear expectations is the first step in developing a school-wide PBIS program. The Universal System

The first tier in Response to Intervention for Behavior services all students within the school system with approximately 80% of students needing no further intervention beyond this tier. In this tier, school-wide positive behavioral supports are provided to students to reduce inappropriate behaviors throughout the school. Several school-wide supports are provided in this tier including "rules, routines, and physical arrangements" (Florida's Positive Behavior Support Project, 2009, p. 6) that reduce/prevent initial occurrences of behaviors that have been deemed inappropriate. Before these supports can be implemented school staff members must develop them. After development staff members go through training on how to properly implement these

Schoolwide positive behavioral interventions and supports is a systems approach to effectively managing student behavior. The review of literature will discuss the critical elements to a systems approach for schoolwide behavior management and the proposed implementation. I will also focus on describing the barrier and enablers for successful implementation of PBIS. Finally, I will discuss the literature on sustainability of PBIS.

In the past Applied Behavior Analysis and Positive Behavior Supports has been viewed as simultaneous terms where behaviors are a concern; these evidenced based practices are different entities when evaluating behaviors in the classroom. The commonalities among the group of literatures determined that Applied Behavior Analysis and Positive Behavior Support has been the focus in education through the No Child Left Behind Act (2004) by identifying students with at-risk behaviors. For example, both models consider the use of direct observations as the means to formulate interventions, develops the common goal of reducing behaviors through functional assessments, and evaluate behaviors under evaluation through single research designs (). Although, Positive Behavior Support and Applied Behavior Analysis has been evaluated as under the same conditions; there are differences among the literatures that suggest a controversy in the classroom setting. Applied behavior analysis is deemed as observable and measurable as to gain the reasoning behind behavior issues through clinical assess, and uses the formulation of data to determine appropriate intervention to obtain generality and in different situations. This is quite different from the views of Positive Behavior Support as literatures examines the evidence-based practice as in the natural environment, reduction of data-driven approach, and is likely used for the group approach as in a school setting.

Although the American School Counseling Association (ASCA) (2104) outlines suitable roles, school counselors often still spend a lot of their time balancing various job roles. Some of the responsibilities school counselors have consists of assisting students, working with parents, and doing administrative tasks. The many roles tackled bring speculation surrounding the stress levels experienced by school counselors.

Example: If doing research to provide an answer to a problem, information is gathered and reviewed to find the best solution or to see what may be the most successful.

From a biblical standpoint, both Brittany and Trisha loved going to the classes that possed teachers who exemplified the fruits of the spirit. Both of their teachers showed love, joy, peace, forbearance, kindness, goodness, faithfulness, gentleness and self-control (Galatians 5:22-23 NIV). These characteristics created a positive classroom environment and helped both girls feel good about themselves in all aspects of school. Another thing that both teachers made sure they did was avoid making the problems worse with “natural” responses (Kirk et al, 2015). This means that both teachers never responded negatively to the girls and always watched how they rected to their students behavior. The bible supports this type of response when it states,

This part discusses the effectiveness behavior modification strategies employed in the classroom to children with Intellectual Disability, children with Hearing Impairment, children with Visual Impairment and children with Autism.

A positive youth development program is designed to help young adults overcome their challenges and live up to their full potential. Youth development is emphasized through different activities which helps the youth emotionally, physically, and socially. Youth development programs are basically used to help them regain confidence, and how to bounce back to a normal life. My program name is Helping Hands, which will be based on abused youth in African American public schools. The motto for my program is “Not all hands are helpful, but our hands are guaranteed life changers.” When organizing a program knowing the population, how it works, and its essentials are mandatory for a successful youth development program.

Teachers collect data through Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs) to determine the function of a behavior.

Learning institutions continue to be tested to efficiently overcome the demands of learners with Emotional and Behavioral Disabilities (EBD). Nevertheless, school strategies and alternate learning and behavioral methods for learners with emotional and behavior disabilities can be problematic to apply if instructors and institutional staff are discouraged by a great frequency of disruptive conducts across the learning environment as an entire. General learning institutional protection signifies yet additional test that institutional staff need to address. Jointly these issues impact to an intensified consciousness of the necessity for institutions to utilize additional

To maintain an appropriate learning environment in the classroom, students must conduct themselves in a professional manner so as not to disturb other students or the instructor. Please be respectful to other students and to me by arriving to class on time, not sleeping, and not talking during