Positive Behavior Support System Analysis

A behavioral matrix creates the expectations for student behavior in the classroom and school campus. A school wide behavioral matrix lists the school wide expectations for various times, location and transitions. Classroom teacher specific to that classroom creates a classroom behavioral matrix. Both school wide behavioral matrix and classroom matrix should contain the rules that are listed in the school wide expectations. These rules and expectations are displayed as a matrix, which is posted in classrooms, gym, cafeteria, hallway, and bus. According to Knoff (2007), behavioral matrix sets the behavioral expectations expectation within specific settings and contexts for students and hold them accountable. Table 1 reflects dangerous behavioral problems categorized in the Level IV as explained in the 2015-16 Fort Wayne Community Schools Code of Conduct. Part 3 integrates all the results of fourth grade teachers who were asked to choose student behaviors and corrective action from the given list by the intensity levels. As a result, table 3 can be used as a behavioral matrix among the fourth grade teachers to replace negative behaviors with positive behaviors.

In contrast to the punitive system, using a PBIS system integrates essential pieces of emotional support and positivity to address a student 's behavior and increase his/her academic success. It establishes the behavioral support and social culture needed for every student to achieve social, emotional, and academic success(“Positive Behavior” 1 ). PBIS utilizes a “hands on” that is proactive rather than reactive. Using a PBIS system

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

I work at a school which implements P.B.I.S., also known as P.B.S. (Positive Behavior Supports). Our school P.B.I.S./P.B.S. goals include the following:

There are many different policies and procedures that schools have to abide by some of these are;

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

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

Positive behavioral support is a widespread research based hands on approach to behavioral support that aims to generate ample change for students with challenging behavior. “It involves identifying the purpose of the challenging behavior, teaching appropriate alternative responses that serve the same purpose as the challenging behavior, consistently rewarding positive behaviors and minimizing the rewards for challenging behavior, and minimizing the physiological, environmental, and curricular elements that trigger challenging behavior Ruef, Higgins, Glaeser, & Patnode, 2009). Proven PBS strategies include modifying the classroom environment, increasing predictability and scheduling, increasing choice making, acclimating the syllabus and acknowledgment of positive behaviors.

Many studies have shown strictly punitive forms of discipline are counter-productive. Lee asserted that research shows that troubled students are showing pain-based behavior and inflicting more pain with punishment makes the students resentful (2013). Implementation of a PBSS “advances beyond punitive, reactive responses to undesired behaviors by employing an applied method of teaching, positively reinforcing, and continually expanding an individual's behavioral repertoire.” (Caldarella et al., 2011). Behavioral matrices are integral components of a successful PBSS. My experience with the creation of such a matrix provided me with some insight. I realized the benefits of creating uniform expectations and responses. I also realized

Behavioral contracting in the classroom can improve a students success in school; with the behavioral contract students are not punished for their bad behavior, but are rewarded for the good behavior. The contract lays out the expected behavior, the behavior that the child should not do, the reward for improving their behavior, and the consequences for failing to improve. This contract should be talked over with the student’s parents; having their support in the process is key. If they are not also implementing the contract then the plan could fall through.

I have been fortunate enough to further my understanding of an administrator 's role in developing and implementing a PBSS over the last five weeks. In gaining a broader depth of knowledge from a leadership perspective, I am learning the responsibilities and grit it takes to succeed in a larger role. During this research driven study, I have discovered the many facets that create a positive learning environments for learning. An area that I have focused most of my energy on is, creating a desirable school culture that promotes prosocial behavior among students. This shift in culture is guided by clear and concise policies that take a preventative approach to behavior, while minimizing the need for strategic intervention. This evidence based approach will improve aptitudes and attitudes essential to higher achievement focusing on the whole child, creating safe and socially and emotionally supportive climates, and engaging parents and the community (Alessandro, D. A.H., Brown, M. P., Corrigan, W. M., 2013). Intentions in this paper are to outline what my own personal philosophy on learning is, and to declare three clear professional goals which will state my intent as a graduate professional.

A “problem behavior” is any behavior that disrupts learning in the class or poses a threat to the student or any student’s physical, emotional, or mental well-being. Such a behavior can manifest in the classroom physically and/or verbally. Behaviors should be addressed based on severity with immediate threats to any student’s physical safety attended to right away. Following the Positive Behavior Support Plan, students’ behaviors should be addressed on first on Tier 1, a universal level with standard classroom rules and consequences to address all students behaviors, and if behavior is not addressed with universally support, provide more comprehensive support under Tier 2 including reevaluating classroom management and content to ensure appropriateness for the student’s developmental and skill level. If a student’s behavior is not extinguished or improved through Tiers 1&2 intervention, extensive individualized support is provided under Tier 3 in which an Individualized Education Plan is created and a Functional Behavioral Assessment is conducted.

Today's session went well. Ja'Dyn and the counselor assessed his concerns regarding school and evaluated what causes him to engage in some many negative behaviors. Ja'Dyn expressed his concerns and was very engaged in the conversations. The counselor and Ja'Dyn discussed his behavioral plan for school regarding what he's allowed to do when he gets upset. Ja'Dyn expressed he's allowed to walk the halls until he's calm enough to return to class. The counselor assumes this means Ja'Dyn has a 504 in place at school but will verify with mom if Ja'Dyn does have a 504 and IEP.

I select this image because I found it a very stimulating piece in the classroom. This is known as the Positive Behavior Chart, it is chart were it is divided by homerooms. The boxes are shaded when something positive has been done during the class period time. Something positive can be an act of kindness, a good question being ask to the teacher based on the lecture, or the behavior as a whole class. Then chart then becomes a competition within the classrooms, whoever has the most shaded squares wins a price by the end of the semester. I found this to be a great way of learning and to have students to participate in the classroom it is an effective way in awarding students in their accomplishments in the classroom.

Appropriate and positive behavior is very important in the classroom. One way to help with behavioral issues is using positive reinforcement and rewards in many circumstances. Praises can be in the form of verbal affirmation and rewards can be in the form of giving stickers to the student for getting good grades, being a classroom helper and/or displaying positive behavior throughout the day.