Overview Of School-Wide Positive Behavior Interventions

(e) These findings will allow me to stress the negative consequences of harsh school discipline, as well as allow me to compare students in the state of Florida to those I will study in Utah.

suggestions as to how it could be improved. For many young people, this reminder of expectations

How would the implementation of a structured recess program affect the number of behavior referrals during intermediate recess?

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

The concerns and in effect cause the staff and committee to dig deeper into the understanding not only the prose, but also the cons of our current PBIS program and its effectiveness in lessening office referrals, suspensions, and expulsions. The data collection for referral information I am expecting to be very easily done. Our corporation uses a school management program called the AS400. This program has the ability to run a report on discipline, attendance, grades, and almost any other information that may need to be looked up regarding a student. The referral data is entered into a program and a report is saved in the AS400 where it is saved to the student record. Data entry reports can be ran and printed on selected information, including all of those just mentioned previously. With this being said, I will understandably be using quantitative research to complete my project. This was chosen because the hard number data I felt is one of the best ways to show effectiveness of PBIS on office referrals, suspensions, and expulsions. As I will be using graphs and charts to present my data, the use of quantitative research as the best method for my research is also

P., & Pas, E. T. (2011). A Statewide Scale Up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation. In School Psychology Review (pp. 530-548). National Association of School Psychologists.

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:

Farenga, Ed.Stephen J, Ness, Daniel (2005). Positive behavior supports. Encyclopedia of Education and Human Development, (3), 809-814.

School Wide Positive Behavioral Support is a behavior management system implemented to understand what maintains a student’s challenging behavior. School wide positive behaviour support (SWPBS) is a systems approach to establishing both the overall social culture and intensive behaviour supports needed to achieve academic and social success for all students

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

Early Childhood Response to Intervention for Behaviors: The author concern for behavior prevention and intervention is supported by United State Office of Special Education Program. A school-wide system that is proactive, character education

According to a meta-analytic review of behavioural interventions in a school environment for students with ASD, the contextual fit is a critical component of an effective intervention (Machalicek, O’Reilly, Beretvas, Sigafoos, & Lancioni, 2007). This means that an intervention that suits the teacher’s classroom program and viewed to be socially acceptable will have greater success in implementation. The current intervention was designed to suit the classroom context (eg. the use of visual activity schedule) and to be socially accepted by the teachers and Parker’s mother, and Parker (eg. the use of iPad as a token).

Schools in high-poverty areas with most children in need of free or reduced lunch, tend to do well with these new regulations. However, schools will less kids eligible for free or reduced lunch do not do so well, and a lot of districts in this category have dropped the program. Theory is that schools with more children than not eligible for free or reduced lunch, are more likely to eat what is served to them. “Some of our students show up for breakfast and haven’t had anything to eat since lunch the day before” (Hill). The Executive Director of Nutritional services points out a harsh fact, and the good these lunch programs bring to table.

Public schools are often in need of a firm reinforcement system when teaching elementary students appropriate behavior at an inexpensive cost for the school’s budget. Utah’s University conducted a study on a Utah elementary school with approximately 200 students. At the beginning stage of the study, evidence was noted that students ran throughout the lunchroom, litter was left in inappropriate areas and students displayed bad seating posture. 3(1) Examiners noticed during lunch hours, there is a large population of students and very few adults to monitor and correct

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.