...“Functional Behavior Assessment and Behavior Support Plan” Wendell Franklin Grand Canyon University SPE - 522 TEM 101 Dr. Brenda Combs The 1997 Reauthorization of the IDEA made Functional Behavior Assessment very important because it mandates “the use of Functional Behavior Assessment and Behavior Support Plan to address chronic and excessive problem behaviors” (Wheeler & Richey, 2014). It says in Sec. 1414(d) (3) (B) (i), that: “In the case of a child whose behavior impedes his or her learning or that of others, the child’s IEP team must consider, when appropriate, strategies, including positive behavior intervention strategies and supports to address that behavior” (Wheeler & Richey, 2014) The reason that the Functional Behavior Assessment and the Behavior Support plan where put in action to help the individuals that have special needs that also present challenging behaviors. The Functional Behavior Assessment also the Behavior Support Plan main goal is to gain an understanding of the behaviors that are being displayed, determine the factors that may reinforce their occurrences along with the function of the behavior. Since the establishment of the Functional Behavior Assessment and the Behavior Support Plan several definitions and factors for considerations where added to what constitutes impeding behavior. The learning of the children is not only affected by impeding behavior as well as other students could be included in the behaviors that are inclusive...
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...Classroom Behavior Management Guidelines for Success INTRODUCTION How do the most effective teachers… • manage behavior in their multi-ethnic, multi-cultural classrooms? • develop and use classroom rules and routines? • use classroom consequences that work? • design positive behavioral supports for challenging behaviors? • avoid career- and health-threatening frustration and burnout? The establishment and maintenance of safe and supportive classrooms that contribute to high quality student achievement are critical skills that are rarely taught at the university. Consequently, those skills must be crafted and honed “on the job.” Each school and each classroom presents its own unique challenges, and because every year brings a new group of students, teachers must become lifelong learners. The foundation of this learning lies in just a few research-supported principles and actions, TeachSafeSchools.com and the Melissa Institute for Violence Prevention and Treatment have condensed the information for ready consumption. Everything starts with TEACH: T.E.A.C.H. T – Tailor for diversity. Make it a point to know as much as possible about your students, including their diverse cultural, ethnic, behavioral, and learning characteristics, along with stressors they may experience outside of school. E – Encourage positive behavior. Aim for a 4:1 ratio of positive comments to negative corrections for all the students. A – Arrange the environment...
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...Classroom Behavior Management Guidelines for Success INTRODUCTION How do the most effective teachers… • manage behavior in their multi-ethnic, multi-cultural classrooms? • develop and use classroom rules and routines? • use classroom consequences that work? • design positive behavioral supports for challenging behaviors? • avoid career- and health-threatening frustration and burnout? The establishment and maintenance of safe and supportive classrooms that contribute to high quality student achievement are critical skills that are rarely taught at the university. Consequently, those skills must be crafted and honed “on the job.” Each school and each classroom presents its own unique challenges, and because every year brings a new group of students, teachers must become lifelong learners. The foundation of this learning lies in just a few research-supported principles and actions, TeachSafeSchools.com and the Melissa Institute for Violence Prevention and Treatment have condensed the information for ready consumption. Everything starts with TEACH: T.E.A.C.H. T – Tailor for diversity. Make it a point to know as much as possible about your students, including their diverse cultural, ethnic, behavioral, and learning characteristics, along with stressors they may experience outside of school. E – Encourage positive behavior. Aim for a 4:1 ratio of positive comments to negative corrections for all the students. A – Arrange the environment...
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...of the Miami-Dade County Public School system. The school is located in the center of Overtown, one of the most poverty stricken communities in Miami Dade County. The majority of people that live in the community live in government subsidized housing. According to Urban Mapping (2011), Overtown is made up of 75% African Americans, 20% Hispanic, and 3% Caucasian. The average income per family is approximately $13,355 and the crime rate is 27% higher than the actual city of Miami (Urban Mapping, 2011). The buildings are dilapidated, graffiti and trash is ramped, and many vagrants live along the streets. Phillis Wheatley Elementary school is one of one hundred and eight schools that are a part of the Education Transformation Office (ETO). ETO is a support team that is committed in growth and improvement of schools that are deficient in the state assessment test. They use data to drive instruction, send curriculum support specialists on a weekly basis to provide guidance, and provide academic resources for our school, such as technological resources, books, equipment, and so on. The students at Phillis Wheatley Elementary school have many social/emotional issues related to their life outside of school. The students come to school angry, hungry, unkempt, poor hygiene, and academically unprepared for their grade level due to the lack of parental support and daily struggle. These kinds of personal problems tend to affect the students behaviors at school and ability to focus on their...
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...Behavioral Support Plans Chenequa S Wallace ECE201: Intro to Early Childhood Behavior Management Instructor: Gayla Lloyd November 26, 2012 Behavior management is the most important topics in early childhood education. Parents and teachers become very frustrated when they are dealing with a child that has behavior issues. In this essay I’m going to explain to you the purpose of early childhood educations and the different strategies that can be used when dealing with early childhood behavior problems. When you have an are dealing with a group of kids that are all different they all have to be handled in a different way. Having classroom management is having a discipline system those teachers’ parents and others that in the school has put into place to help stop the challenging behavior problems. When you have a behavior management in place you will spend more time teaching your kids and less time dealing with disruption in the classroom. When you are dealing with challenging behavior you have to be consistent with whatever rule or method that you have put into place for that child or children. When a child know that you are not being consistent with the method that you are using than they will continue to try test you and see what going to happen next so being consistent is very important when dealing with a child and challenging...
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...Abstract In this action research project the researcher talked to several teachers discussing the concerns they had in education. Most teachers cited discipline in the schools as the concern they most worry about in their classrooms. I researched several articles where schools have implemented School Wide Positives Behaviors intervention Supports (SPBIS) were put into place schools showed a decrease in discipline and an increase in academic achievement. In this action cycle we implemented the first intervention to see what significant data could be reviewed. Steps in Action Research Educators use action research just about every day they are working with students. The educator could be teaching a lesson or looking a class discipline you are using action research without realizing it. The steps in action research are: Identification of the problem area, Collection and organization of data, Interpretation of data, the action based on the data, and finally reflection (Ferrance, 2000). The first step in action research is to identify the problem. If there is a discipline problem in the classroom, the first question may be why? What is causing the inappropriate behavior? Is the problem something that the educator can help solve? When choosing where to begin in your research the educator will need to ask himself several questions. The questions should higher-order in nature. The questions should be stated in common language, avoiding education jargon. The questions should be...
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...Crystal Price, Positive Behavior Supports (PBS) Code of Ethics Mrs. Judi Schroyer 03/07/2012 Code of Ethics · Reinforcing students, social emotional, academic learning, approach to creating teaching are all skills that sustains academic achievements, mental and emotional well-being of each and every students. PBS uniform is used in all school staffs and positive approach all school settings such as hallways, classrooms, cafeterias and even on the school bus. PBS goal is to establish a consistent and positive school culture for the staff and students. · Highlight the positive connections and the bright side of teaching and learning · Clarify and stay aware of the not-so-positive habits that naturally arise when teaching children with social and emotional disorders · Practice Connect versus Convince. Teachers need to connect the information learned to the students and the real world verses convincing them this is what they believe in. This is useful when working with students who have behavior issues. Getting the student to understand what their behavior is and having them choice the decision to change is going to have a better effect on the student. · Create Individualize Learning Plans for each student describing where they wish to be at with their behavior. Revisit any time the student is struggling with making appropriate behavior decisions. Discuss creating a behavior contract with the student if the negative behavior continues. (behavior challenged...
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...Positive Behavior Support Plan IEP Beckie Johnson Concordia University Classroom Management for Students with Special Needs Positive Behavior Support Plan IEP The purpose of this paper is to discuss Sean Bruner’s, a Clark County School District student, positive behavior intervention support plan (BIP). Sean is a severely emotionally challenged high school student. He has had an IEP for the majority of his school years and has had a BIP ever since he transitioned into high school. The MDT’s hope is that a successful BIP will rectify all of Sean’s negative classroom behavior and allow him to show positive academic growth for the remainder of his school years. In 1997 Congress amended the Individuals with Disabilities Education Act (IDEA). The only approach which considered the behavioral aspect within the law was the positive behavioral interventions and supports. These interventions utilized both functional assessment and positive proactive approaches or methods to promote good behavior ("School wide," 2013). In the past students with disabilities were not included in all the available educational opportunities because of their inability to control their inappropriate behaviors. In 2004, IDEA was amended a second time due to congressional realization that positive behavior intervention support helps prevent exclusion and improve academic results ("School wide," 2013). Now, positive behavior interventions and supports promote positive school environment for all...
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...intervening in their lives. It is a systematic process for describing difficult behavior, identifying environmental factors and setting events that predict the behavior, and guiding the development of effective and efficient behavior support plans. Three important beliefs underlying a functional analysis are that 1) all behavior that persists serves some purpose, 2) every person is unique, and 3) the best way to help someone change their behavior is to first understand the reasons behind the behavior. This worksheet includes the components of a functional analysis which should be used to develop a positive behavior support plan, if one is needed for a participant. Depending on the person, some items may not need to be addressed. |Clear Description of the Behavior -- What does the challenging behavior look like? What does it sound like? Does it occur in conjunction with other behaviors or | |in isolation? How long does it last? How long has it been a problem? | | | |Antecedents -- Is there any warning from the person before the targeted behavior starts? What are some of the preliminary behaviors before the person shows the | |targeted behavior? ...
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...stated in our text “Every challenging behavior can be thought as a child’s solution to a problem and a form of communication”(Kasier & Rasminsky, 2013).These ideas go back to Plato, Who said “ That a crying baby’s behavior serves a function; she is trying to get someone to care for her”( Durand, 1990). Teachers collect data so they can determine the child’s behavior and the function of that behavior. The first thing to do is to do an informal observation. This will help the teacher to figure out when and how often this behavior happens and if it is a challenging behavior. After the teachers dose her informal observation then she will enlist help from others to do a functional assessment. “This will provide the teacher with the information for a positive behavior support plan”(Kasier & Rasminsky, 2013). With the convene team in place which is made up of family, teachers, principle and anyone else that has been part of the child’s surroundings, with all that information, now the team can work out an effective support plan for the child. In our text on page 201 gives an outline on Steps for Success, “which are steps for performing a functional assessment and creating an individualized positive behavioral support plan for a child with a challenging behavior” (Kasier & Rasminsky, 2013). * Create and convene a team. * Identify the problem behavior(s). * Identify the function(s) of the behavior(s). * Design a behavior support plan. * Implement and monitor the...
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...Morrissey, K.L., Bohanon ,H. & Fenning, P. (2010). Teaching and acknowledging expected behaviors in an urban high school. Teaching Exceptional Children, 42(5), 26-35. This article focus on teaching and acknowledging expected behaviors in an urban high school. Bohanon et al. (2006) utilizes a problem solving process of gaining knowledge with a core team of using three to five general positive behaviors being respectful which serves as an overarching umbrella under which all specific behaviors will fall. It also determines the direct of teaching expectations that can done through assemblies, video presentations, ongoing direct classroom instruction, workshops, and orientations. The article also identifies how the acknowledgement should be accessible to every student in the school building. The authors appears to be very knowledgeable about explaining the schoolwide expectations to highly qualified professionals to give their students many opportunities for what behaviors are being addressed and expected in a school setting. The overall results in this article has been associated with handling positive behavior support tickets which the schoolwide team encourage to re-teach and acknowledge students for meeting the expectations of using the This article follows the examination of office discipline referrals having a great impact on student behaviors. It gives the teacher clear data of the decreasing and increasing of the many gains in the implementation...
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...Refera The Pre-Referral Process: Positive Behavior Interventions and Supports (PBIS) /Response to Intervention (RTI) Anika M. Taylor Special Education Foundations and Framework February 20, 2013 Schools and entire districts have embarked on multiple strategies to address challenging areas for students with disabilities and those at risk for behavioral and academic failures. Over the years, educators and policymakers have recognized the need to create, implement, and document practices that have proven to make an impact on student learning and behaviors. Many of the strategies used have focused on the collection of data and the collaboration between and amongst professionals. Today, educators agree that the key to effective interventions for students at risk for failure and those with disabilities lies in a comprehensive approach that fosters growth in student overall learning and behaviors. Several approaches were designed to meet the challenges that students experience as they engage in their learning. These approaches include two processes outlined in this discussion: Response to Intervention (RTI) and Positive Behavioral Intervention Support (PBIS). Response to Intervention (RTI) integrates assessments and intervention within a school wide, multi-level prevention system to maximize student achievement and reduce behavior problems. The RTI process helps to identify students for poor learning outcomes, provide evidence based interventions and...
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...Positive Behavioral Intervention and Supports The Impact of Positive Reinforcement Sara Nino Dallas Baptist University Abstract I chose to research the Positive Behavioral Intervention and Supports approach to positive reinforcement. I wanted to find out if this approach taught temporary or long-term (positive) behavioral changes. I researched this approach and compared it to the Responsive Classroom approach. In order to determine its effectiveness, I looked at referral data at Nimitz High School provided around this time this last year, and compared it to its current numbers. While it showed beneficial changes last year, I found an increase in behavioral problems this year. I also attempted to look at the reasoning behind the increase in referral numbers. Keywords: P.B.I.S., Responsive Classroom, positive, behavior, reinforcement, Skinner’s theory Positive Behavioral Intervention and Supports (P.B.I.S.) is framework utilized within the school system in order to create a positive atmosphere. It is an approach which is implemented through reinforcement of student’s positive behavior. This approach is similar to one known known as the Responsive Classroom approach. The expectation of positive behavior reinforcement is to reduce discipline problems and increase student productivity and learning. These types of reinforcement fall in line with Skinner’s Theory. P.B.I.S. follows a three-tiered framework in order to prevent and correct problem behaviors. ...
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...The goal of implementing PBIS is to “improve behavioral and academic outcomes by improving school climate, preventing problem behavior, increasing learning time, promoting positive social skills, and delivering effective behavioral interventions and supports.”(Bradshaw, 2013, p. 289). A main strategy concerning the implementation of PBIS is to use it consistently and school wide. This approach needs to be administered and followed by all staff and administration. All of the steps in implementing the PBIS program include the collection of data by monitoring and evaluating the outcome of the practices and the systems set in place. Each district is to organize a PBIS team, consisting of a PBIS Team Leader and other district teachers. This...
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...Using Positive Behavior Support Systems to Help Implement Response to Intervention for Emotional and Behavioral Disorders. In Partial Fulfillment for the Requirements of SPE 650 Characteristics: Children with Emotional Disorders To Dr. D. Walker E. Hayles From: Melissa Meyer July 8, 2013 Author’s Note: This is a “teaching paper.” Since I am employed by a small private school, that does not use PBS or RTI, I feel it is necessary to inform the reader that I am writing as if I were a veteran teacher at a school that uses both. I took on the persona of a teacher who is introducing the school’s policies on RTI and PBS for children with Emotional and Behavioral Disorders. Using Positive Behavior Support Systems to Help Implement Response to Intervention for Emotional and Behavioral Disorders. Welcome to Paradise School District, and more specifically Utopia School. We are believers in teaching strategies that are supported by evidence. As a new teacher in our school, the veteran teachers, as well as the administration, will do all that is possible to not only help you understand how to implement evidence based practices in your classroom, but to aid you in becoming a confident and effective teacher. In keeping with that goal, I would like to introduce you to our school’s method of utilizing Response to Intervention (RTI) for behavioral issues as well as Utopia’s School Wide Positive Behavior System (PBS). According to the website RTI 4 Success, the debate about...
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