Differences Between Positive Behavior Support

-Implemented applied behavioral analysis methods to help children overcome behavioral challenges and improve functional, interpersonal, and academic skills

What do you think the nurse's role should be in relation to mental health issues in the school, school climate, and positive behavior supports for behaviorally disordered youth in the school?

Consistency is important to any Positive Behavioral Support System and it is the third step in the model. Without consistency the PBSS would not work, it links skills to accountability and special situations (Knoff, 2017a). Being consistent means to conform, accuracy, or fairness. By practicing expected behavior in the classroom and common areas will improve the success and create a positive environment. Staff can intervene/prevent special situations such as teasing, taunting, bullying, harassment and fighting by following the Behavioral Matrix (Knoff,

In the scholarly article, Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments, Terrance M. Scott, Kristy Lee Park, Jessica Swain-Bradway and Eric Landers introduce the idea of positive behavior support in the general classroom setting. Scott et al. (2007) focused solely on the positive behavior support that would benefit children with an emotional and behavioral disorder (EBD). No specific emotional disturbance was stated therefore the ideas are based that the child may have a exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems” as given by the Individuals with Disability Act. The general idea being that adapting the classroom environment before a problem or problem behavior occurs, is the key to an effective classroom and learning environment. The ideas of Scott et al. (2007) will be compared to the concepts discussed in Sarita P. Santos’ course Inclusive Learning Environments for

Challenging behaviors can hold a variety of forms, but yield the same end-result- that is, it disrupts typical learning environments, and can pose a threat to the emotional or physical well being of an individual (Chandler et al, 2010). Behavior analysts focus on implementing behavior intervention programs (BIPs), in an effort to shape a behavior to one that is: socially acceptable, and replaces a negative behavior (i.e. aggression)with a positive behavior (i.e. counting, raising a hand to speak, etc.; Cooper et al, 2007). In a school setting, it is the responsibility of that school to ensure the safety of every student. If a student is engaging in challenging behaviors, it is their responsibility to implement techniques through applied behavior analysis, in order effectively direct inappropriate behaviors to behaviors that are positive (Cooper et al, 2007). Positive and appropriate behavior is being referred to as any behavior that is typically socially acceptable in the given environment (Chandler et al, 2010).

The interventions were used as support for the students and staff in the school to limit the behavior, and maintain every individual’s safety. The interventions were also used in hopes of an improvement in JA’s behavior to change so he can transition back to the school. The help of his teachers, staff, and other individuals outside of the school evaluated the progress of JA’s behavior and interventions. Those individuals are to inform the required individuals to determine what can be done to limit, and/or put an end to the behavior JA displays. They are the helping hands in keeping track of JA’s behavior and the status of how things are progressing, based on what is going

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.

Applied Behavioral Analysis uses behavior plans which use reinforces for target behaviors, or time out or restraint to reduce behaviors. These behavior plans may be limited in their utility because of three important factors: (1) they often assume a certain level of cognitive function that may not be present: (2) they often ignore comorbid psychiatric or neurological conditions: and (3) they often employ data collection procedures that are far too demanding for staff to implement (Polirstok, Dana, Buono, Mongelli, & Trubia, 2003). When recording the data of the implemented plan takes more time and conscientious effort than the implementation of the plan itself, it is not effective. The focus should be

The interventions are effective for managing the behavior of students with severe behavior problems and students with emotional and behavior disorders.

The scientific approach to an intervention on the principles of learning theory, this is aimed towards discovering environmental variables influencing significant behaviors and for developing technology of behavior change.

Behavior Analysis emphasizes on the values and principles that explain the process of learning through the development of human beings. Behavior analysis represents scientific approach that understands behavior within the context of occurrence. One of the principles of how learning occurs is positive reinforcement. In the process of implementing reward after behavior, there is a possibility of repetition of the action in the future. Applied behavior analysis (ABA) refers to the application of these principles to achieve meaningful and positive change in relation to behavior(Johnny et al, 2011).

Recommendations would be to have school events or informational sessions that educates parents about the concepts of Positive Behavior Support. Such trainings should be also implemented between administration and teachers to promote consistency in behavior modification measures school wide. A team of counselors and psychologists should provide such trainings and provide solutions to mainstream behavior modification techniques.

There are several different research designs that are used frequently in Applied Behavior Analysis. These different research designs are very helpful to the behavior analyst in several ways. Behavior analysts look at the behavior that is to be changed, but more so, they look at the close relationship between the stimuli and the behavior that is being changed, as well as the individual whose behavior is being changed (Richards, Taylor, Ramassamy, & Richards, 1999). These methods help the behavior analyst determine whether a particular behavior plan is working well for that individual or whether it needs to be modified. Since the analysts wish to encourage “valuable behaviour,” the behavior that is being targeted will be one that will continue to be reinforced and maintained even after the experimental conditions of the design are withdrawn (Richards, et al, 1999).

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.

Public schools should be aimed to provide instructional programs that nurture the educational victories of all students and shape people who can give in positive ways back towards the society. If all schools work hard to promote successful school experiences for students with emotional behavior disorders (EBD), the challenging task of nurturing these students becomes less stressful with the implementation of several cohesive programs that effectively meet the multiple needs of these students. This paper was written on the belief that with the implementation of researched-based behavior methods that help to correct the behavior of EBD students, will result in long-term positive results.