Positive Behaviour Support Examples

(b) The data for this study came from a sample of 6,988 children enrolled at 21 elementary schools that participated in a randomized trial of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). This trial specifically included data on instances of

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.

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 current legislation relating to Positive Behavioural Support is titled - the Positive Behaviour Support Policy – Safe management of challenging behaviour in children and young people with learning

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.

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.

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

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

As an Behavioral Assistant with (PBS) Positive Behavior Support, Inc. My responsibilities include implementing individualized treatment plans to increase positive behaviors and decrease problem or unaccepted sociable behaviors. As well as maintain data collections and progression notes on clients progression. Progression notes

The School-Wide Positive Behavior Support or SW-PBIS program is designed to teach behavior expectations in the same manner as any core curriculum subject. The main idea for the SW-PBIS program is for the school to focus on three to five positive behavior expectations rather than telling the students what not to do in the school atmosphere. The expectations and routines are enforced school-wide in each classroom and in non-classroom areas with the matrices posted throughout the school. These expectations and routines are taught through lesson plans at the beginning of the year in setting specific locations, such as lining up properly in the hallway using a hula hoop to demonstrate proper body space distance. The program also emphasizes positive behaviors through a recognition system of praise. Instead of always concentrating on misbehavior staff rewards appropriate behaviors with some kind of incentive. The Carl Junction School district uses this program by implementing the bark bonus program when staff notices appropriate behaviors at specials, in hallways, in the lunchroom, etc. A staff member gives a student or the whole a class bark bonus, eventually when each class receives a specified amount that classroom is rewarded. As a whole, the classroom votes on which reward they want, such as a movie, bring stuffed animal/blanket, wear pajamas, or play electronics during class.

Teachers of students with or at risk for emotional or behavioral disabilities (EBD) face countless stressful professional challenges throughout their careers. Students with EBD are being scattered amongst General Education classrooms and can often exhibit behavioral changes in which many teachers who have not had proper training or experience in managing may find overwhelming. One strategy to help maintain engagement and reduce behavioral challenges in a classroom that includes students with or at risk for EBD is to increase the rate of Behavior-Specific Praise (BSP). Offering students praise in the form of a statement which explains which acceptable behavior they are being praised for can enhance the student’s ability to remain on task and engaged in classroom activities and discussions.

As quoted from an article by Sugai et al (2010), PBIS is a viable approach for improving school behavior and offers a framework for practices that may improve behaviors directly related to academic performances (Johnson et al, 2013). PBIS is typically organized as a multitiered model focusing on three overarching goals: (1) prevention of new cases of challenging behaviors by creating clear and predictable environments throughout a school (or facility), (2) early intervention for emerging behavior problems, and (3) intensive intervention for youth who exhibit chronic or sever behavioral difficulties (Scheunemann et al, 2013). For Amber, she (and hopefully other peers from her school) will be implemented in to PBIS program to assisted in shaping and improving her current behavior. To do so, five strategies will be implemented as to foster a positive behavior.

Professionals working in the field of Applied Behavior Analysis are required to provide the client with the most effective treatment while also adhering to a strict set of guidelines set forth by the Behavior Analyst Certification Board (BACB). These guidelines, as defined by The Professional and Ethical Compliance Code for Behavior Analysts (the “Code”) (Behavior Analyst Certification Board, Inc., 2016), maintain that interventions must not only be scientifically proven, but must utilize the least intrusive and aversive methods available in order to meet the client needs (Behavior Analyst Certification Board, Inc.). Aversive, in the field of behavior analysis, is subjective, as any intervention may potentially be seen as aversive to the client for whom it is intended to treat; however, for the purpose of this paper, aversive strategies will focus on those intended to reduce behavior through the utilization of positive and negative punishment.

My description to a committee member who has suggested we use negative words such as “don’t run” would be; “When we use our behavior matrix we need to remember to leave out any negative words, such as don’t, no, stop, and words that would make us focus on negative behaviors. We need to remember when we are careful with our words we use we can make communication more positive. We need to be positive and have faith that our students will gain positive reinforcement in their everyday behaviors by setting examples. When we model positive language, we encourage students to make a choice to have positive behaviors, we as adults need to be careful with our words we use with students.” (Want Positive Behavior? Use Positive Language.

“Properly used, positive reinforcement is extremely powerful.” (B.F. Skinner) This quote from B.F Skinner shows my opinion on the punishment v. positive reinforcement argument. According to the dictionary punishment is the infliction or imposition of a penalty for an offense. Examples of punishment include: loss of recess time, extra homework, detention, and loss of other privileges. According to the dictionary the definition of reinforcement is the process of encouraging or establishing a belief or pattern of behavior, especially by encouragement or reward. Examples of reinforcement are: teacher praise, earning privileges, teacher attention, taking away a homework assignment, extra recess time, and extending a deadline. Positive reinforcement and punishment within a classroom are constantly being tested to see which ones more effective when shaping a child’s behavior, but in my opinion positive reinforcement is the better option. To back this up I am going to be using a combination of different experiments and surveys that have been conducted with student and teachers.