...Positive Behavior Intervention & Support Systems: A Longitudinal Study of Diverse Student Populations Amanda Longhini – Halbin American College of Education Abstract Positive behavior intervention and support systems (PBISS), also referred to as Positive Behavior Support Systems (PBSS), are research and evidence-based systems implemented into various educational settings in order to increase positive behaviors among diverse groups of students within its facility. By implementing a productive responsive classroom approach, where social skills strategies are explicitly taught, modeled, and reinforced to students within the school on a frequent basis, schools experience growth in positive behaviors, reduction in negative behaviors, and an improved climate for parents, students, staff and administration. Understanding the ideology of PBISS, one should be able to analytically examine longitudinal data in order to delineate a renewed focus on behavioral goals within the structure of a school. Positive Behavior Intervention & Support Systems: A Longitudinal Study of Diverse Student Populations For many years, research had been collected to analyze the effects of implementing reward systems for positive behavior in children with emotional and behavioral disorders. With swift interventions and creative incentives, the study demonstrated that such student populations can and do experience a more effective educational experience. Because the studies focused on...
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...Positive and Negative Reinforcement Kevin Freeman Grand Canyon University: SPE-522 October 2 20126, 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 therefore it may work against the teacher if it is taken as a false praise. So, as educators, we must determine what reinforcements will work with each individual child through experimentation. Also, building a relationship with not just the child, but the parents and all those involved with the child will be instrumental in developing the proper use of reinforcements and can be helpful in gaining knowledge of certain behaviors. The stronger reinforcements for most children are usually food, candy, or drinks. The durability and effectiveness of a reinforcer can usually be determined best by reinforcing the behavior intermittently or by providing a strong alternative which could interfere with the behavior in question (Ferster, C, 1961). Positive...
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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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...“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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...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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...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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...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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...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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...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 studies. Due to the disruptive patterns of behaviors, the school has tried to implement the Positive Behavior Support (PBS) model as a school-based intervention to target disruptive behaviors....
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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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...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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...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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...Behaviors That Challenge Children and Adults The Teaching Pyramid A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children Lise Fox, Glen Dunlap, Mary Louise Hemmeter, Gail E. Joseph, and Phillip S. Strain Lise Fox, Ph.D., is a research professor with Louis de la Parte Florida Mental Health Institute at the University of South Florida in Tampa. She conducts research and training and develops support programs focused on young children with challenging behavior. Glen Dunlap, Ph.D., is a professor of child and family studies and director of the Division of Applied Research and Educational Support at the Florida Mental Health Institute. Mary Louise Hemmeter, Ph.D., is an associate professor in the Department of Special Education at the University of Illinois in UrbanaChampaign and the principal investigator of a five-year project to enhance the capacity of Head Start and child care providers to address the social and emotional needs of young children. Gail E. Joseph, Ph.D., assistant research professor at the University of Colorado at Denver, has been engaged in several national projects focused on professionals working with children with challenging behaviors. Phillip S. Strain, Ph.D., professor in educational psychology at the University of Colorado at Denver, has designed comprehensive early intervention programs for children with autism or severe problem behaviors. Development of this article was supported...
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...RESEARCH & IDEAS How Team Leaders Show Support–or Not Q&A with: Teresa Amabile Published: May 31, 2004 Author: Martha Lagace What does a team leader do so that employees know they are being supported? A Q&A with HBS professor and creativity expert Teresa Amabile about new research. team leader. This led us to delve more deeply into the different types of leader behaviors that appeared, and to look at how those specific behaviors influenced people's perceptions of leader support and, ultimately, their creativity. What do leaders do to make employees in creative functions feel supported or not? That was one of the research questions posed by Harvard Business School professor Teresa Amabile and colleagues in what has turned into a penetrating study of creativity in organizations. By analyzing nearly 12,000 daily diary entries from employees working on creative projects—everything from making a new high-strength fabric to developing a database for a global hotel chain—they were able to chart how and why team leaders have enormous impact, positive or negative, on creativity. Amabile et al.'s findings were published in the February issue of The Leadership Quarterly as "Leader Behaviors and the Work Environment for Creativity: Perceived Leader Support." Amabile, an influential scholar on creativity, conducted the research with Elizabeth A. Schatzel, Giovanni B. Moneta, and Steven J. Kramer. She recently discussed their findings with HBS Working...
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