Explain How It May Be Used To Promote Positive Behaviour Support

Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.

One of his notable contributions to psychological research was the Woodlawn study which was where the discovery of longitudinal study. Biglan concluded that The Good Behavior Game saves lives because it cultivates positive life choices and has been shown to decrease substance abuse which usually leads to early death. Education researchers Horner and Sugai created the Positive Behavioral Intervention and Support (PBIS) system that uses prevention science to foster positive and nurturing school environments by studying the main consequences of problem behavior. Multiple randomized trials have shown that PBIS is effective in reducing harassment and bullying in schools. Unfortunately it is, more often than not, a challenge for change to occur and many schools are resistant to implementing PBIS into their schools. The chapter goes on to talk about evidence-based and discovery teaching, noting consilience in reference to achieving effective reform in schools.

The policies and procedures of the setting relevant to promoting children’s and young people positive behaviour covers a range of six sectors these are

Functional behavioral assessments have two major components, identifying and defining target behaviors as well as conducting behavior observations. The assessment should begin with indentifying and defining targeted behaviors and the best way to do that is to conduct a formal interview of the student. The interview should include family who are directly connected to the student's home life as well as the staff involved with the student. The interview should reveal important things like when does the behavior occur during the day, how frequently, what the behavior is receded by, what

CYP 3.1 – 3.4 Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.

Positive behaviour support (PBS) is an approach to providing services to individuals who exhibit challenging behaviour. Since the early 1990s, PBS has received increasing attention from the behaviour-analytic community. Some behaviour analysts have embraced this approach, but others have voiced questions and concerns. Over the past dozen years, an approach to delivery of behavioral services known as positive behavior support has emerged as a highly visible movement. Although PBS has been substantially influenced by applied behavior analysis, other factors are also part of its

This assignment will look at supporting positive behaviour. I will begin by looking at why consistency is important when dealing with behaviour and applying boundaries and rules. I will include some examples of these rules and boundaries in accordance with school policy and procedure

The current legislation relating to Positive Behavioural Support is titled - the Positive Behaviour Support Policy – Safe management of challenging behaviour in children and young people with learning

Positive Behaviour Support (PBS) - A values led, person centred, evidence based intervention model that seeks to improve an individual’s communication, independence and quality of life. It aim to bring together best practice from Applied Behaviour Analysis, the inclusion movement Person Centred Planning. PBS is an inclusive approach, supporting people to stay in their homes and schools environments.

Verney Road State School has effectively established the SWPBS and continues to develop and improve strategies in place to ensure a school wide culture that promotes positive behavior. The PBS Implemenation Team at Verney Road State School is responsible for the implementation and monitoring of school wide behavior. As a school wide approach, it is essential that students have a clear and consistent understanding of school wide expectations. Teachers throughout the school should receive guidelines and action plans on how to facilitate these expectations. The school would be responsible for ensuring all staff are supported and have the resources and professional development to effectively implement the PBS practices in a classroom and across the school

RtI also helps implement behavioral interventions in the classroom through a similar process called Positive Behavioral Interventions and Supports (PBIS). PBIS is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (Sandomierski, Kincaid & Algozzine, 2007). Both RtI and PBIS are grounded in differentiated instruction; a type of instruction that is beneficial to all types of students with

The School-Wide Positive Behavior Support or SW-PBIS program is designed to teach behavior expectations in the same manner as any core curriculum subject. The main idea for the SW-PBIS program is for the school to focus on three to five positive behavior expectations rather than telling the students what not to do in the school atmosphere. The expectations and routines are enforced school-wide in each classroom and in non-classroom areas with the matrices posted throughout the school. These expectations and routines are taught through lesson plans at the beginning of the year in setting specific locations, such as lining up properly in the hallway using a hula hoop to demonstrate proper body space distance. The program also emphasizes positive behaviors through a recognition system of praise. Instead of always concentrating on misbehavior staff rewards appropriate behaviors with some kind of incentive. The Carl Junction School district uses this program by implementing the bark bonus program when staff notices appropriate behaviors at specials, in hallways, in the lunchroom, etc. A staff member gives a student or the whole a class bark bonus, eventually when each class receives a specified amount that classroom is rewarded. As a whole, the classroom votes on which reward they want, such as a movie, bring stuffed animal/blanket, wear pajamas, or play electronics during class.

The PBS created for is Goal Sheet Point Tracking Sheet. It breaks down Brian’s day and help him keep his day “Literal”. I have worked with several individuals who have displayed the same diagnosis as Brian and have found that by scheduling their day out in sections, it helps them stay focused and minimizes behaviors. The PBS will focus on the positive things that Brian does to throughout the day with his lessons rather than possible unwanted behaviors that may occur, such as rushing through his assignments, not showing his work, or interrupting others in conversation. For each positive behavior support, Brian earns a smiley face which he accumulates for the day toward things that he enjoys. Below is a breakdown example of PBS and the Goal

Wyatt will be verbally praised when I circle the room and him engaged in on task behavior. I will also reward Wyatt with three minutes of playing a game with the teacher of his choice when I observe him engaged in academic work. Wyatt will be allowed to use the reward right then or save the reward for a later time. Wyatt will also earn twenty minutes of individual time with a teacher the following day if completing the day without falling

I will implement a PBS (Positive Behavior Supports). This will encourage positive behavior in the classroom through clarity, consistency, simplicity, and continuation. This program will support Jane through peer encouragement by ignoring inappropriate behavior and focus on what jane is doing well. (www.autismspeaks.org)