PBS Summary And Analysis

Tommy’s educational team has provided some information that will be very helpful in determining where we go next with his behaviors. The staff have specific issues with him during circle time. He is non-compliant and non-engaged during this time. It was said that Tommy has limited attention abilities and has a hard

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.

The author believes that there are gaps in understanding to the RTI Tier 1 interventions with effective teaching. In addition, they belive there should be more research on positive behavioral support strategies. The authors belive there is not enough research on PBS. However, the authors believe PBS might be effective but they are concern with who can implement the

Beakstead, personal communication, October 31, 2013). Alternately, another student’s area of concentration might be based solely on independent living skills at home or with caretakers, and less focused on academic goals. As the goals are implemented by the special education team the student’s achievements can be evaluated daily, weekly, or monthly and in independent and group settings until mastery of the IEP goal is achieved, and where the learning goals of the IEP are age and skill level appropriate and address the future needs of the student. Additionally, these experiences encourage opportunities to practice new knowledge and skills, where teacher-directed and student feedback is available, and where instructional practice and student expectations can be reflected on and adjusted if necessary (Johnson-Gerard, 2012).

The fundamental principles guiding Positive Behavioral Support Systems remain the same no matter what grade level is taught. While maintaining the overall concept of teaching appropriate behaviors and providing accountability for inappropriate behaviors is stagnant among each grade level, the actual appearance or observation of the PBSS implementation will drastically change based on the education level being taught.

Consistency is important to any Positive Behavioral Support System and it is the third step in the model. Without consistency the PBSS would not work, it links skills to accountability and special situations (Knoff, 2017a). Being consistent means to conform, accuracy, or fairness. By practicing expected behavior in the classroom and common areas will improve the success and create a positive environment. Staff can intervene/prevent special situations such as teasing, taunting, bullying, harassment and fighting by following the Behavioral Matrix (Knoff,

The first school was a specialist’s school, with a team of PBS trained teachers and principal. The second was PBS specialist teacher within a primary school who designed programs for students and staff on behavioural issues. The third school was a group of staff in a high school that was introducing PBS principles into the school to address general behaviour issues across the school.

How should an educator deal with behavioral disturbances? “Effects of Positive Unified Behavior Support on Instruction,” written by Scott, White, Algozzine and Algozzine (2009) discussed this topic. The article discussed teachers use of Positive Behavior Support, PBS, as a means to help minimize behavior problems, as well as improve social and learning outcomes.

RTI, or response to intervention, is a multi-tiered system used to increase success in academics. Positive behavior supports, or PBS as it is often referred to, is a similar strategy to RTI but is designed to increase positive behavior instead of academic performance. RTI is designed to help students struggling academically, but is not confined just to students with learning disabilities but any student who requires extra resources or help. RTI generally involves the use of a multi-tiered system of support and is created by general education teachers, special education teachers, and other specialists to help students who are struggling.

The MindFEEL Minutes curriculum lies within the first, universal tier of the Pyramid Model of behavioral health supports (See Figure 1). This tier includes nurturing and response relationships as well as high quality supportive environments. This particular model originates from the Center on the Social and Emotional Foundations of Early Learning (***cite). The universal level of the pyramid provides support for the social and emotional development of all children. The next level, tier two or secondary prevention, includes preventative interventions for children who display some type of at risk behavior. The final level, tier three or the tertiary level, includes intensive interventions for specific children who have not responded well to previous, more universal interventions. The MindFEEL Minutes curriculum aims to reduce the number of children who may end up needing the tier 3, intensive

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.

2. Bailey and Blair provide plenty of background information discussing Positive Behavior Support (PBS) as effective methods to use with children with developmental disorders and problem behavior (2015). Prevent-Teach-Reinforce (PTR) is an intervention model of PBS that follows the principles of applied behavior analysis (ABA). Five steps occur in the PTR model: teaming, goal setting, assessment, intervention, and evaluation. Bailey and Blair cited the study of Dunlap, Iovannone, Wilson, Kincaid, and Strain (2010) in which two case studies were done involving two boys that had problem behavior in addition to academic and social delays. Results from the studies indicated that the PTR intervention was effective in decreasing problem behavior and increasing appropriate behavior. Bailey and Blair also cited the work of Sears, Blair, Crosland, and Iovannone (2013) in which PTR was implemented in home

Objective 3b): To establish the outcome of Positive Behaviour Support and whether it has enhanced the lives of people with learning disabilities when all regulations and factors are met from the training guide.

Every person with behaviour challenges should have a clear plan setting out the support they need, and the support they are more then likely need in the years ahead

An on-site research team member will be recruited to assist the PI with the study. After obtaining the permission from the special education supervisor, the PI will verbally ask for volunteers the special education department. Interested staff members will complete the IRB training. The applied behavior analyst who works at the study site has indicated interest to assist with the proposed study. This staff member had volunteered as a team member for the pilot study, which was conducted in January 2017 (Pingale & Fletcher, 2017).