School Wide Positive Behavioral Support

(b) The data for this study came from a sample of 6,988 children enrolled at 21 elementary schools that participated in a randomized trial of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). This trial specifically included data on instances of

The behaviour policy outlines the school's aims of how to create “a positive community atmosphere in which children can learn effectively by promoting good standards of behaviour”. The school aims to recognise and respond to good behaviour in children, promoting a positive classroom environment where the focus is on praise of children's good behaviour and work. It outlines rewards and sanctions, and sets out a code of conduct that all children, staff, parents and governors should be aware of.

Positive behaviour management is about using positive rather than negative approaches to encourage children and young people to behave appropriately. Promoting positive behaviour

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:

Wheeler, John C, Richey, David Dean (2010). Understanding behavior in children and youth. Behavior Management Principles and Practices of Positive Behavior Suppo

Evanovich & Scott give a general overview of Positive Behavioral Interventions and Supports (PBIS), describing it as a three tiered framework with the goal of encouraging positive behaviors and preventing misbehaviors in a school setting. Each tier has specific strategies for meeting the needs of the students where they are. The article then goes on to describe the logic behind the approach

A principal needs to be an effective communicator with families, students, and staff and must ensure that each classroom has effective and consistent classroom management and the common areas of the school are set up to support the overall goal of consistent accountability and discipline. One way that this can occur is through the development of a school-wide Positive Behavior Support System (PBSS). When developed and implemented the PBSS should address all areas of the school and consistently be implemented. Dr. Knoff tells us that “we need consistent behavioral expectations, attitudes, responses by teachers, administrators, parents and students in the school” (The Research Base Week 4).

The Positive Behavioral Support System (PBSS) is a program implementing training and incentives to encourage correct behavior on school campuses. The system is divided into three tiers. Tier 1 provides broad support to the entire campus. Tier 2 provides support to a target group. The students in Tier 2 are high-risk. Tier 3 is for individual students who have exhibited problems with adhering to the programs requirements. With the exception of Tier 1, the support in each tier is specific to the students and is based on assessing data. One of the most important components of this program is that all teachers, administrators and students practice the program with fidelity (Positive Behavioral Interventions and Supports 2017).

Using the traditional behavior management I don’t think it will be the best approach to positive behavior support. When looking into figure 12.1 on page 216, is very hard to try to fix an individual without understanding the problem behind the individual behavior. Behavior at times is implemented by a behavioral specialist that often is outside the general classroom, at times it might not be the ultimate resolution. I am not implying that behavioral specialist input is not important, but is hard to have someone come into the classroom just one day and already have a behavior plan, which sometimes doesn’t work for the student. A one-day observation is not the same as actually really knowing the student and their up and down on an everyday living.

It is a fascinating read showing how research supports the application and use of how when schools implement behavior interventions a sort of ripple effect can occur over the years as these interventions become a part of the school climate promoting positive relationships between staff and students as well as students with other students. The author also indicates that through the use of these interventions schools have seen a decrease in bullying (2016). This article contains great information related to classroom culture school culture and discipline which can have a positive effect. Working at the college level, I am not sure how to apply the message as a teacher from a global campus perspective, but it does have merit that can be used and considered within the classroom environment as I build a positive classroom culture being cognizant of behaviors of the students within my class and how I if necessary could implement behavioral interventions and support practices. Although I do not believe I would see the long-term effects and less I’d had students from more than one semester. However, as an interpreter in the K-12 setting, this article helps me realize that as an adult in the system part of the school community it is important that I also be aware of the research supporting the practice of intervention and support programs that relate to assisting students behavioral outcomes that ripple out into academic

On the wall, an observer would find a “Classroom Constitution.” This lays the foundation of behavioral expectations. Liberty High School also participates in a Positive Behavior Interventions and Supports system which is a system to encourage and reward positive behaviors as well as provide systematic consequences for poor behaviors. The classroom management in the classroom is a four step approach that begins with verbal redirection, then proceeds with a warning to cease inappropriate activity, followed by removal from activity and parent contact, then an office discipline referral if all other measures fail to end negative behaviors. Overall, students show respect to the instructor, and work on assignments and activities with only minor behavioral issues.

The likely percentage of those whose needs will be met in Tier 3 is 5%. These students are located at the very top of the pyramid because they are individuals who exhibited patterns of severe or extreme problem behaviors. The supports that are given during this Tier should involve the behavior support team (BST) because these are individuals who know him/her best. A functional behavior assessment (FBA) is given to investigate why a behavior is occurring in more detail. Then a Behavior Implementation plan (BIP) is developed that includes more intensive research-based interventions, more detailed progress monitoring , and more staff involvement to discover the problem for individual students. Students with the most severe needs may require wraparound services which include processes for identifying and coordinating family and community services. The difference between Tier 3 and the other levels of positive behavior supports are the focus and intensity of the interventions. The defining features of a students are in a more comprehensive manner. Tier 3 interventions are implemented in a more flexible, but systematic process of functional behavioral assessment and behavioral intervention planning. The problem-solving process gives a step by step of how the problem is handled. The first step is identifying the problem, second is figuring out why the problem is occurring, third is what steps are we going to take to handle the problem, and the fourth is asking yourself whether or not the response to intervention is working. The data that is collected during Tier 3 is the BIP, RTI, and the FBA. The progress monitoring is daily and intervention is given weekly. Adjustments are made when appropriate for the individual student with the problem

Creating and maintaining effective environments for student learning can be a highly difficult task for classroom teachers in moderate to severe special education classrooms. When you have students of various levels of academics, social skills and behavior needs it is challenging to know where to start and where to begin in creating a behavior management system. During my time at Brandman we focused a lot on how to create a positive classroom culture and how to create effective classroom environments. I had opportunities at Brandman to learn to create individual behavior plans and how to track student behaviors while targeting specific behavior and social skills goals. It is my personal belief that students learn best by having a positive environment where they are able to feel supported, respected and safe. The demographic of my student population also creates a large need for my students to have structure and feel safe as they do not always get that support outside of the classroom. For many our school and classroom is their safe place where they receive the attention that they need and deserve. Through my classes at Brandman I learned that establishing clear behavioral expectations, reinforcing positive behaviors, and creating routines and procedures for structure and safety, you will then establish a classroom environment where students can reach their highest potentials and will thrive in a secure safe environment. I always base our classroom goals from our school motto

The purpose of this study was to explore the links between implementation of School-wide positive Behavior Interventions and Supports (SWPBIS) and (1) academic, (2) attendance, and (3) behavior outcomes in 883 high schools (Freeman, et al., 2016).

Our program’s philosophy on positive child guidance is to discipline instead of punishing children for accidents or mistakes they make. With the help of our committed staff, we can provide a positive atmosphere that will allow the children to feel loved and accepted to help build their self-esteem. Our program will offer the children with choices, but there will also be reasonable, and developmentally appropriate limits. The educators will model positive behaviours that will teach the children to problem solve and build self-control in a healthy, and safe way.