Parenting With Positive Behavior Support By Jane Sergay

Communicate with children and young people in a way that is appropriate to the individual, using both conventional language and body language

The Behavior Assessment System for Children, Third Edition (BASC 3) is a comprehensive set of rating scales and forms that help parents, teachers, and clinicians understand the behaviors and emotions of children and adolescents. The BASC 3 Rating Scales measures both adaptive and clinical characteristics in the home and school settings. The Parent Rating Scales and Teacher Rating Scales were completed by Christopher’s mother Mrs. Chavez and Christopher teacher, Ms. Mask. Scores in the table below, are based on a Mean of 50 and an SD of 10. On the Clinical Scales, scores of 60+ indicate difficulties, with those difficulties rising to the level of clinical significance at 70. High scores on these scales are indicative of behaviors that are

Bobby’s parents are instructed to engage in five-minutes of special time every day where they play with Bobby and practice PRIDE skills. Progress monitoring of Bobby’s behavior will include the Eyberg child behavior inventory (ECBI), Dyadic parent interaction coding system (DPICS), and the Sutter-Eyberg student behavior inventory-revised (SESBI-R). Termination of treatment will be based on mastery of PRIDE skills, level of compliance at home and school, and cooperation with the time-out procedures.

These interventions included 2 major tiers to enhance all behavior disabled students. Tier 1 included an implementation of activities that were implemented across the school for emotional behavior students. According to (Wehby & Kern 2014), this tier included the core school-wide expectations implemented in both classroom and non-classroom settings; opportunities to acknowledge and reinforce appropriate behavior, consistent responses when students fail to adhere to expectations; and a data-monitoring system for determining responsiveness to Tier 1 supports (Sugai & Horner, 2009). Tier 1 was known for describing the intensive behavior intervention that were being tailored toward emotional behavior students. Tier 2 encompass small-group of students to support the intervention programs, which were made to integrate vaild methods. These methods and procedures were made to help emotional behavior students progress self-control strategies in areas they lack such as social relationships, as well as improving academic performance to enhance student growth and

Carter and Van Norman (2010), shed light on the significance of consulting teachers as they utilize Positive Behavior Support (PBS), a classroom management program. In addition, they explain whether or not PBS helps students’ academic engagement rise and diminishes challenging behaviors. PBS promotes developing and establishing a safe and predictable environment for students. In this particular study, teachers from four preschool classrooms in one of Nevada’s early childhood education centers attended a presentation on PBS. Then, the teachers were instructed to implement PBS in their classrooms and were observed by several PBS consultants. During their first consultations with each

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

Intervention: Community Support (Individual)- Use ABC thinking to identify triggers, behaviors, and/or consequences that lead to problem behavior. Identify, assess, access, and/or educate about appropriate resources. Reinforce, re-direct, guide, coach, and/or practice behavior. Teach and practice skills to manage intense emotions. Develop and practice self-soothing strategies.

I didn't realize how hard parenting could be. So many times it's the hard part that teaches the greatest lesson. Or at least that is what I choose to believe or I am not sure I will make it out alive....

(2014). Although the study was small and consisted of only 8 male children and 11 parents, all children exhibit aggressive or challenging behaviors as described by the parents (Preece, 2014). This study showed a significant improvement in confidence after training which increased over time (Preece, 2014). Further, it showed a decrease in physical interventions performed within the home (Preece, 2014). The parents reported that they were better able to understand how their own actions impacted the behaviors in the children and the addition of the physical intervention component gave them the confidence to intervene appropriately if necessary (Preece, 2014). This study was very small and leaves room for a larger scale study to be performed. Further, all participants were male, came from the same school, and were the same age. In the proposed study aspects of PBS will be incorporated on a larger scale with a more diverse population in order to determine the effectiveness of the training on a wider

Understanding Positive Behavioral Interventions and Supports (PBIS) and managing student behavior is an imperative part of all educator responsibility. Starting in the 1980s (Simonsen, 2012), it was obvious that better, more efficient ways of connecting with students with behavioral challenges was needed. A form of intervention that went beyond the standard, or traditional means of being sent out of class, a phone call home which may have led to punishments that escalated the behaviors instead of working through them, or even being put on suspension which most likely heighten the stress and allowed for little to no resolution of the behavioral challenges the student(s) was going through. PBIS is not just for the special needs children of today; the original need was identified to help the special needs population and has since found its importance throughout most school systems as a general practice (Simonsen, 2012).

Positive Behavioral Support and Interventions are necessary to maintain a healthy school atmosphere, and achievements amongst all students. It is important to understand each level of students, and what may or may not be conducive to restraining spontaneous actions or responses. Oftentimes teachers face hardship in a classroom due to classroom management discrepancies. In some cases, classroom management is difficult because of unruly behaviors from students, or not being accurately prepared for students with challenging behaviors. By implementing these special systems, team members/school staff become aware of necessary steps to deal with aggressive, violent, and rebellious behaviors that usually disrupt classroom instructions.

Children can be very resilient and can thrive without the need of supportive parents in order to grow up successful. Based on the book, children often times don’t need loving, supportive parents and can learn from themselves. While Jeanette’s parents do love their children, they use very odd and different parenting styles, this allows for the children to teach themselves and become independent and self-sufficient enough raise themselves. Not all children are as lucky to be raised with the proper guidance and discipline that parent’s will often teach, and in cases when they aren’t taught that, children like Jeanette will survive and learn from their experiences.

The purpose of this book is to provide a detailed description of the empirically validated Helping the Non-Compliant Child (HNC) program – a program created to help parents improve their children’s (ages 3-8) noncompliant and oppositional behavior.

Throughout my experience during fieldwork, there are numerous amounts of circumstances where I felt I was ill equipped with dealing with certain student’s behavioural and academic needs. My role as a support teacher mainly involves assisting with focus groups and in-class assistance with a supervising learning support officer. All of the classroom teachers are evidently informed about the student’s I entered the fieldwork with my mindset on applying “Positive behavioral interventions and supports” [PBIS] (Dunlap et al., 2014, p.135), however this approach may not always be suitable in school wide behavioural intervention mechanisms. I attempted to apply PBIS in the classroom environment with a student diagnosed with attention-deficit/hyperactivity disorder (ADHD), Cognitive Moderate Disability (CGO) and Oppositional defiant disorder (ODD). Teachers and learning support officers regard Marcus (Not the student’s actual name) as extremely violent, rude and disruptive in the classroom. One of the support teachers even felt conflicted approaching the student’s classroom due to his tendency to “lash out” and “abuse” her. However, I regarded this experience to be quintessential to my future career, as it is a necessity to understand the approaches to mitigate the student’s behavioural outburst and academic growth.

In today’s society, school has been looked at to be a form of child day-care. In school is seen as a learning environment and parents want to their child to be exposed to driven instruction to get maximum results of a fine education. In reading I found the Chinese mothers to be superior in their child’s education and performances. Failure is not an option and anything less than their child’s best must be focused upon and perfected. With determination, strictness, and parental involvement, we find that these types of children receive the most out of their education. It is most intriguing to take a closer look at the strategies and the intellectual expectations of Chinese mothers from their children. As for Western parents their