...“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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...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 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 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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...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 behavior. Being proactive when dealing with certain situations...
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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...
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...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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...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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...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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...organizational behavior research because of their impact on employees and organization. One of the important workplace issues that receive less attention among organizational scholars is workplace deviant behavior. The concept of workplace deviance in recent years has generated high interest among organizational researchers and practitioners because of its pervasiveness in organizations. Some forms of workplace deviance includes absenteeism, abusing sick day privileges, abusing drugs and alcohol, filing fake accident claims, sabotaging, breaking organizations’ rules, withholding effort, stealing, taking long breaks, working slowly, harassing other employees and hiding needed resources. This paper investigates the nature of deviant workplace behaviors and its impact on organizations. The purpose is to broaden the research in organizational studies by focusing not only on deviant behaviors that are negative, but on those that are positive as well. Furthermore, this article examines different types of both positive and negative deviant workplace behaviors, along with some of the reasons why managers/employees engage in such behaviors. Also, some of the reasons why organizations allow negative deviant behaviors to thrive, while discouraging positive deviant behaviors are investigated. Lastly, possible solutions to overcome problems arising from negative deviance in the workplace will be examined, along with how organizations can encourage positive deviant behaviors. ORGANISATIONAL...
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...Shyra Ponder CCJ 1600- Nealy Assignment 1 27 September 2013 Deviant Behavior Deviant behavior is defined as behavior that violates existing and generally accepted and social norms. This type of behavior involves actions which are not in agreeing to social expectations. It can range from anything as simple as someone picking their nose in public, spitting on the floor, or throwing garbage on the streets. It can also involve illegal actions, such as, stealing money from your job, violating a traffic law, or rape, just to name a few. Although, there is a definition for deviant behavior, it can be very conflicting when trying to determine which “acts” are considered either deviant or normal. And the reason why deviant behavior is such a conflicting definition, is because everyone’s perception of what’s “normal” is not the same. To make things a little simpler you can determine whether an act is either positive deviance or negative deviance. Positive deviance is based on perspectives and the way a whole view a behavior; an example would be prophets, ministers, or as simply identifying someone as being smart. Negative deviance is considered to be not the normal for a whole; an example would be mental people, or someone being identified as stupid. Perspectives also play a key role in simplifying deviant behavior. The first one is, Positive perspective, which is considered to be traits in your genes. Positive perspectives consist of three assumptions about what deviance is:...
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...of deviant behavior. Many people look at at deviant behavior from the aspect of the deviant. Exploration of the behavior can be explained through different theories that involve biological, culture, control, and feminist. There are also stages that a deviant personality will go through that explain the reasoning behind their actions and they are as follows: Stage one is "Caught and publicly identified": people begin to question behavior and recognize traits identified as deviant as the persons life begins to change (Adler & Adler, 2012, p.248). Stage two is "Retrospective interpretation": people begin to change their attitude towards the person and start to reflect on previous behaviors (Adler & Adler, 2012, p.248). Stage three is "Spoiled identity": where news begins to spread and their reputation becomes tarnished (Adler & Adler, 2012, p.248). Stage four is "The dynamics of exclusion": where people begin to exclude the individual from non-deviant activities with certain groups (Adler & Adler, 2012, p.248). Stage five is "Include": the person may be invited into deviant groups and circles that support their behavior (Adler & Adler, 2012, p.248). Stage six is "Treat differently" where people who previously treated the person in a positive way...now treats that person in a negative way (Adler & Adler, 2012, p.249). Stage seven is "Looking glass selves" where the person begins to look at themselves and their behavior and begins to accept the deviant label...
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