Week 6 Discussion board slideshow

1. Positive Behavior
Supports
IN THE CLASSROOM
Katie Aichele
SOE 115 Psychology or Teaching and Learning
Kendall College
FC Miami-Dade Positive Behavior Support (PBS) Program recognized.

2. Positive behavior support aims to increase desired behaviors by rewarding students for
acting properly. The Positive Behavior Support System is a model
that is designed to manage behaviors through the use of research-based
strategies that increase desired behaviors and decrease inappropriate or disruptive behaviors.
Positive behavior support came about in the 1980’s when teachers, parents and
researchers saw a need for positive interventions when working with students with behavioral
problems. They had grown tired of punitive, or even abusive measures towards students
with developmental and intellectual disabilities.
The development and interest of positive behavior support greatly increased from 1987
to 1992 due to a grant provided by the U.S. Department of education from the
reauthorization of the Individuals with Disabilities Act of 1997.
I took interest in the positive behavior support system when working in an Emotional
Behavioral Disorder classroom where the teacher implemented the strategy. Also, because I
feel it is too easy to focus on the negative and there needs to be more focus on positive.
AIM and Positive Behavior Interventions and Supports - Endeavour Intermediate School
Overview

3. According to safeandcivilschools.com, the PBS (positive behavior support)
approach to behavior change incorporates proactive, positive (non-punitive), and
instructional strategies exercised overtime with consistency. The strategies involve
establishing settings, structures and system to facilitate positive behavior change. PBS
is not new. It has a history in psychology through the theory of applied behavior
analysis, but has progressed from special education to general education. In the early
1970’s some teachers working with students with behavioral challenges started using
applied behavior analysis methods in their classrooms. Schools today use PBS models
on the school wide level, in the classroom and when working with individuals. There is
a broad and increasing evidence that PBS works. Schools, districts, and educational
service districts across the country have implemented PBS models with great success
as measured by reductions in referrals, suspensions and
expulsions and increase in attendance.
Credible Source 1
http://bestpracticeautism.blogspot.com/2012/11/positive-behavior-support-pbs.html

4. Credible Source #2
According to nea.org the use PBIS improves the social culture and
the behavioral climate of classrooms and school which ultimately
lead to enhanced academic performance. Stated by George
Sugai, “Viewed as outcomes, achievement and behavior are
related; viewed as causes of each other, achievement and
behavior are unrelated. In this context, teaching behavior as
relentlessy as we teach reading or other academic content is the
ultimate act of prevention, promise, and power under lying
(Positive Behavioral Supports) PBS and other preventative
interventions in America’s schools.”
The use of PBIS requires schools to adopt and organize evidence
based behavioral interventions. It can not be used as a one size
fits all approach. NEA recognizes that professional development
is critical to proper implementation of PBIS and the improved
behavioral outcomes that PBIS can foster. http://behavior.iu1.wikispaces.net/School+Wide+Positive+Behavior+Support

5. Credible Source #3
Positive behavior support identifies purposes behavior serves for a child
such as attention, and avoidance of difficult tasks. Educators and
parents can use this information to develop strategies to prevent
problems, teach skills to replace problem behavior, and encourage
appropriate behavior. School wide PBS is now viewed as a multi-level
approach to student support and discipline (White & Hieneman). It is a
team-based approach for planning and problem solving and targets all
students and staff on a particular school campus. SWPBS is used to
create environments that exhibit that appropriate behavior is more
effective than problem behavior and create a more positive school
climate. A team of individuals (teachers, administration, students, staff,
parents) gather information and review data on student behavior and
the progress and use the information to change the environment to
prevent problem behavior from occurring. A successful SWPBS plan
encourages staff and parents to teach students social skills like conflict
resolution and appropriate behavior with praise and rewards.
http://www.kentuckyteacher.org
Photo by Amy Wallot, May 20, 2015

6. Analysis of Information
Though PBS has a history of being developed from Applied Behavior Analysis for
special education, through research of credible sources I found it to also be
effective for general education classrooms and whole schools. It is a more
proactive and positive way to improve the social and behavioral climate of
classrooms. PBS has also been proven to increase attendance and positive
student/teacher relationships. I did not find any negative remarks or feedback on
the use of PBS. Now that I know even more about PBS I would like to learn more
on to how to properly use the idea in my classroom one day and to observe more
of it being used in a school setting. I would also like to learn more about using
PBS at home with my own children.
http://www.werribeeps.vic.edu.au/page/156/School-Wide-Positive-Behaviours

7. Connections
Bohanon et al. (2006) tells us that positive behavior support
employs a wide variety of strategies in an attempt to improve the
quality of life of students while at the same time reducing the
incidents of problem behaviors through more positive means of
reinforcement. PBS is the use of more positive, preventative and
collaborative techniques. The opposite of the use of former harsh,
reactive, disciplinary techniques. It is arranging environments to
maximize prosocial behavior.
B.F. Skinner’s Operant Conditioning is the positive reinforcement
to involve the addition of a reinforcing stimulus following a behavior
that makes it more likely that the behavior will occur again in the
future. Skinner believed that the best way to understand behavior is
to look at the causes of an action and its consequences. Skinner
introduced reinforcement into the Law of Effect. Reinforced behavior
tends to be repeated; behavior which is not reinforced tends to die
out- or be extinguished. B.F. Skinner stated, “reinforcement seems to
be the more effective method when managing problem behaviors.
https://tracyhighpsych.wikispaces.com/5.2+Operant+Conditioning

8. Conclusions
From my experience working in a self-contained
emotional/behavioral disorder classroom, to the evidence
found online and by interviewing a teacher, I believe that
Positive Behavior Support could be the best reinforcement
for schools. PBS is flexible in that it isn’t just one strategy
so it can be molded to what works best for each school,
classroom or individual. Even though it has mainly been
used for individuals with behavioral, development and
intellectual disabilities, I believe it would also work best in a
general education classroom. It has been proven by
schools, districts and educational service districts across the
country that have implemented PBS models that there has
been reductions in referrals, suspensions and expulsions
and an increase in attendance.
http://3-tier.org/home/tag/positive-behavior-support/

9. Communication With Families
If parents were to ask me about the use of Positive Behavior Support in my
classroom, I would explain it to them like this…
I use PBS in the classroom by trying to focus on the positive actions of
students and to not bring attention to the negative, as long as the negative is
not physically harming the student or other students. If I notice a student
consistently talking out during class I may point out a student who does not
talk out during class by saying,” Student A, I really appreciate how well you are
listening during this assignment.” I may also add to that compliment with a
sticker, piece of candy, some extra play time, tablet time or so on. The more
the positive is pointed out and the focus is not on the negative action, the
student the negative action is coming from will begin to notice how others are
rewarded for their positive behavior. With consistency and structure there will
be a shift to a positive behavior change.
http://clipart-library.com/parent-teacher-conference-clipart.html

10. References
www.safenadcivilschools.com
www.pbis.org
www.nea.org
www.verywellmind.com
www.simplypsychology.org
Reprinted with permission from Parenting Special Needs Magazine, September/October Issue,
Copyright 2011 by Parenting Special Needs LLC, White, Michelle & Hieneman, Meme.
www.parentingspecialneeds.org