PBSS Observation

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.

Punishment-Based interventions are types of treatment that is sometime used in the field of Applied Behavior Analysis to modify or change behaviors. There is a quite a bit of controversy and misunderstanding related to use of punishment. Punishment-based interventions have been proven to be one of the most controversial treatments used by behavior analyst and found in behavior analyst literature (e.g. Johnston, 1991; Matson & Kazdin, 1981; Repp & Singh, 1990) (DiGennaro Reed, & Lovett, 2008). The definition itself is many times confused or lack understanding. Cooper, Heron, and Heward (2006) explain that punishment frequently misunderstood, misapplied and quite controversial. There are some therapists or behavior analysts, parents, caregivers, teachers, and people in general who support punishment and some who do not (Hall, 2013). Although there is a lot of controversy about whether to use punishment or not, punishment is indeed still sometimes used in the field of applied behavior analysis, but there are special guidelines for using punishment based procedures in the field. Before a behavior analyst can decide whether or not they want to use punishment in an intervention, they must clearly understand the definition

CS III b: Times have changed. I can remember when coporal punishment was an acceptable means of re-direction and discipline. Today, with more education, educators and providers have better ways of communicating and developing stronger characters in children. A completely different means of fostering growth and discipline have evolved. Proven lesson methods through psychologists have opened doors for marked and proven progress. Understanding my students backgrounds through home visits, parent meeting, and one-to-one time with my children help me and my fellow educators develop a "whole" view of a childs image and make-up. Re-direction, strong fun-tasks, and constant guidance is the initial start to helping children with challenged

The goal of this program is to 1. Change a student’s behavior, 2. Change the behavior of the teacher, 3. Or a combinations of both. The behavior modification approaches are directed toward helping a teacher manage the behaviors in the children in the classroom.

A Positive Behavioral Support System (PBSS) is critical for students that have challenging behaviors to increase academic success. The PBSS will look and be implemented differently in each school district. According to Bloom (2013) Students that display challenging behaviors often seem unmotivated and unengaged to the classroom teacher and disruptive. A Positive Behavioral Support System has evidence based data linking academic success with positive student behavior; furthermore, it must meet the needs of the students and the school district. Considering each student and school district is different the PBSS will be different in many aspects. Richards, Murakami, and Weiland (2014).

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.

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

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.

To complete a Functional Behavior Assessment (FBA) and Behavioral Intervention Plan (BIP) I collected data through observations, conducted a Lewis Environmental Inventory, interviewed my mentor teacher, and did Functional Assessment Checklist for Teachers and Staff (FACTS). By completing an FBA and BIP I prepared myself for my future career as a teacher, and addressed some best practices for teachers when it comes to behavior management. I’ve learned how you can change student behaviors through things like reinforcements and consequences. How to use strategies for teachers and students to help them succeed academically and socially. In this reflection, I analyze the strengths and drawbacks of creating an FBA/BIP, my own learning in completing

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

A specific training binder based on the principles found in Applied behavior analysis, 2nd Ed. (Cooper, Heron, & Heward, 2007), has been created for each group which will be followed precisely to ensure program consistency. Therapist will be trained according to the manuals by the lead researcher and will be rated for adherence to program through observation by two of the original creators of the manual which will provide inter-observer agreement and validity to the ability of the trainer. Further, as part of the Likert questionnaire provided to parents following training, they will be asked to rate trainers on the presentation and knowledge, as well as their confidence

This paper will provide the behavioral definition of punishment and give examples of both positive and negative punishment in different types of settings. The guidelines for the effective use of punishment, as well as legal and ethical issues that should be considered by the Behavior Analyst while designing a behavior intervention plan are identified.

Preventing misbehavior is widely preferable rather than dealing with it after it has occurred. A Preventive discipline plan involves steps taken in a classroom to avoid disciplinary problems. Potentially this discipline deals with the distractions in the classroom and how a classroom environment can be modified so it is more compatible with the learning needs of its children (Edwards, 2004). Preventive discipline plan refers to the strategies that can be implemented to inhibit inappropriate behaviors from occurring in the first place (T.L.Musy, Personal communication, October 10th, 2006). Kounin’s concepts of withitness and overlapping skills of a teacher help in preventing discipline problems (Evertson, Emmer, and Worsham,

As a future educator, I found this assignment beneficial because I was able to interview two educators who have gained a lot of experience in behavioral management through their years of teaching. I interviewed a school administrator and a teacher from my former high school. Mr. Gonzales is a Spanish teacher; he has been teaching for nine years. I also interviewed Mrs. Staha, an administrator at the school, who has had position for six years and was a teacher for twelve years. After, interviewing Mr. Gonzales and Mrs. Staha, I gained a lot of information regarding behavioral management. Some of the information they discussed, correlated with the information I have been learning in this course. Their information regarding behavioral management will benefit me as a future educator.

A 6-week inservice program focusing on the principles of operant conditioning and positive reinforcement was implemented. The study was designed to evaluate the use of behavior management strategies in the classroom, and positive results were found in the decrease in restraints and crisis incidents. Crisis incidents were defined as a child being required to leave the classroom because of unacceptable behavior, e.g., persistent noncompliance. As the revised treatment module began to work, community special education programs began to send students for short term diagnostic placements, and a plan is in development for "transition classrooms" intended for children who no longer need intensive treatment but are not yet ready to return to the community. Applied behavior analysis provides teachers with methods for encouraging positive behaviors and coping with undesirable ones.