Positive Behavior Support

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

In my view Positive Behaviour Support is a term surrounding strategies and methods that aim to assist a person to reduce challenging behaviour, and increase the person's quality of life through teaching a person new skills and adjusting their environment to promote positive behaviour changes.

It is essential that positive behaviour is always promoted and praised to encourage children to continue their ‘good choices’. Teachers and other adults in schools should also demonstrate positive behaviour as children notice when adults’ behaviour is out of character. If teachers are being positive role models it is more likely that pupils will also behave in a positive way.

The objective of this Positive Behavior Intervention Plan (PBIP) is to provide John the tools and support necessary to replace the behavior in question and implement, the prevent, teach, and reinforce strategies and recommendations. The desired outcome of this PTR plan is for John to substitute the “flicking” behavior with the use of a squeezy ball and or personal schedule/chart.

Challenging behaviour can be explained through the use of psychological theories, Maslow’s theory, and his hierarchy of needs is based on motivation and that every person is driven to grow into a self-actualised person (Bingham et.al. 2009:86). Maslow’s hierarchy of needs has six stages; Physiological Needs, Safety Needs, Love and Belonging Needs, Self-Esteem Needs, Fulfilment Needs and Self-actualisation. This theory relates to Client X because all her physiological needs are being met through the attention of her carers. Some of her safety needs are being met through safety of family and she has a home, however due to having to take medication every day and being unable to walk without the use of a walking aid is affecting her sufficiently meeting all of her safety needs. This would then cause Client X to display challenging behaviour because she wanted to be more independent and be able to walk without

Mary Price is a 35-year old woman with mild intellectual disabilities. Currently she is living in her own apartment with two roommates, Kyra and Lilli. Mary is provided with supervision and support to facilitate her independent living by a caregiver named Joan. Mary has good verbal skills and she loves the outdoors, often collecting natural found items (feathers, flowers and interesting stones), she also enjoys playing on the iPad. Mary is currently working in an enclave in the community where she cleans office buildings. Problems at work have arisen due to Marys frequent difficulty interacting with co-workers, she uses profanity and other harsh language which has ended in dismissal by other employers. This type of language as well as property destruction also occurs in her home, both situations limit Marys ability to maintain friendships.

■ Individual Planning for Children and Young People Living in Out-of-Home Placements: Policy and Procedures (May 2007);

Behavior Progress: Since the last court review, Connor has fully participated in all aspects of the program; however there has been a concern with his behavior this period. This review period, Connor acquired 8 sanctions for profanity towards a peer (1), moving without permission (1), items in room (1), unkempt room (1), profanity (1), horseplay (1) and not following instructions (2).

The implementation of positive behavior management systems in schools play a vital role in creating and maintaining a safe and supportive school environment. According to (safeschoolshub) “A safe school is one that takes action to promote and recognize positive student behavior, ensure student safety and minimize risk.”

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).

There are many different policies and procedures that schools have to abide by some of these are;

Behavioral modification is based off of B.F Skinner’s operant conditioning. Behavior modification is a term used to demonstrate a behavioral change, whether to increase or decrease the frequency of a particular behavior. This technique can be used to alter a behavior by using; positive and negative reinforcements, and continuous and partial/intermittent reinforcements. Behavioral modification is important because we can learn to do more of what works, and less of what doesn't.

One positive behavior that I currently engage in is working out at least four times a week for at least forty minutes. I do both cardio and weight training. This behavior is a positive outlet for lowering stress, increasing time spent with friends, and helps prevent many conditions such as heart disease and cancer. Another positive behavior that I currently engage is reading. Not only does reading provide an escape, but stimulates my mind. I try to read literature that is both assigned academically and other works that I find interesting. I read at least an hour every day.

This article was a case study that aimed at using universal behavior expectations of all students in an Urban school with the inclusive student population. The study claimed that with a positive climate, students become more engaged and there is a reduction of disruptive behaviors. The positive climate can be achieved by using a school wide-positive behavior support ( SWPBS) program. Another key aspect of the program was using an action plan to solve the problem, involvement of leadership, including parents, professional development and teaching and reinforcing the desired behavior. The two-year study composed of a total school population of 784 in year one were 77 students were identified as a special education student. In

I first read the article about positive behavioral supports. I gained an insight about the importance of knowing and observing the child. If we do not carefully do observation, we could misunderstand why a child is behaving a certain way. If we do not understand the why, then we cannot solve the problem. We need to know the purpose of the behavior so we can teach an alternate behavior that provides the same purpose as the undesired behavior. We as teachers can also lessen the amount of times a student is exposed to the trigger which causes the behavior. If we do all of these parts we can help a child overcome the negative behavior and replace it with a positive behavior. I am going to practice looking at what trigger’s Matthew’s bad behavior so that I can avoid those triggers. This will help me learn the process so I will be a more effective teacher when I have my own classroom.