Pbis Counter Agent Framework

PBIS is a school-wide approach to managing behavior in positive manners. The school that I currently teach at as implementing this approach for this school year. My experience with this approach is extremely limited. We were trained briefly at the beginning of the school year but the introduction was not enough for most of the teachers at my school. We have what we call bulldog time which is used for remediation of students in small groups. These small groups are formed based on MSTAR scores from the beginning of the year. The group that I was assigned are the 11th graders preparing for the ACT. I am responsible only for strategies to improve their scores in the science section of this test. I get a different group each day and if

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.

I feel the use of PBS decreases the need for more intrusive or aversive interventions such as consequences of deductions from pocket money, which are used in my current organisation. Through PBS we ca n teach children new skills which will allow them to develop new ways to manage and control their behaviours. As a result it can lead to positive outcomes.

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

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

PBIS was added to the list of behavioral intervention strategies for students in alternative setting in Flower et al.’s (2011) article A Literature Review Of Research Quality and Effective Practices In Alternative Settings. PBIS incorporates most of Tobin and Sprauge’s (2000) effective behavioral interventions within the structure of the system. The article describes PBIS as “a three-tiered (universal, secondary, and tertiary tiers) framework for preventing and responding to challenging behavior by building an environment where there is a predictable structure and routine with reinforcement delivered contingent on student performance of desired behavior” (Flower et al., 2011 p.493-493).  Flower et al. (2011) goes on to describe the three tiers in the following manner:

As a Paraprofessional I have worked with many Special education populations. The most perplexing however was working with students diagnosed with Emotional behavior disturbances. The teacher that I supported has little training in dealing with students with this diagnosis. The level of frustration was always at a maximum. The teacher explained to me that he had just been thrown into the unit and had never had any formal introduction or training in dealing with this

One challenge I faced during the implementation of the FBA process was planning the actual intervention that would help to extinguish the student’s problem behavior. Though sometimes it is a matter of trial and error with the student, it is difficult for me to identify the changes that are needed to be made. It can be challenging

At every level of the program they were had difficulty; owner, director, and the majority of the teaching staff. My initial goal was to build a partnership with the director and staff, inform with best practices, and guide individual teachers based on their level of experience. After months of taking this approach I was able to develop trust with a couple of the teachers. But, because the owner and director had not fully bought into Early Achievers, some of the more reluctant teachers followed their lead. It was difficult to get a full buy in from all of the staff. What I had discovered was there had not been any significant amount of professional development among the staff to support efforts for high quality learning for a substantial number of

Their conclusion was that the features which characterized effective PBIS implementation at the elementary and middle school levels were the same for high schools. However, the authors also acknowledge the importance of three key areas when implementing in PBIS in high schools. First, a positive teacher student relationships must be established. Second, Classrooms must be designed in a way that promote prosocial behaviour in order to reduce problem behaviour and removal of students. And lastly, close attention should be given at the middle school level when establishing the expectations of the high school culture (Sugai,

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.

The priorities of this study are identified and based on their usefulness to the real problems that need to be solved in order to assist students with social and emotional disorders in the public school setting. Students with emotional and behavioral needs must be provided a variety of multi-tiered, positive behavior interventions and strategies in order to improve student learning and achievement. The purpose of this study is to understand how evidence based multi-tiered strategies such as Positive Behavior Intervention Supports (PBIS) and Social Skills Training (SST) can improve the learning of students who have socially maladjusted behaviors and/or emotional disabilities. There are a large number of studies that discuss

In putting together a team which is not an easy task when one really does not have students to work with constantly. Our team agreed to use the School Wide Positive Behavior Support (SWPBS) approach. This approach uses “a broad range of systematic and individualized strategies for achieving important social and learning outcomes while preventing problem behaviors with all students.”(Northampton Area School District) It is also based on a three-tiered model that addresses student behavior at each of the three tiers. The ultimate goal is student achievement.

Functional behavioral assessments are a key part in developing appropriate behavioral intervention programing. The FBA process includes gathering information about the EBD student’s behavior, developing a hypothesis about the purpose that serves the behavior and finally creating a behavior intervention plan (BIP). Many times the BIP may include a cognitive behavior intervention. Education professionals agree that BIPs developed from FBA’s have tremendous potential for positively affecting the lives of EBD students (Yell, Meadows, Drasgow

In both observations all teachers utilize Positive Behavior Strategies Interventions a district wide strategies. Consistency is the baseline of any PBSI, students in Beaufort County School District regardless of their school they attend they are aware of acceptable behaviors and rewarded for good behaviors. Classroom management strategies that motivated their students to want to learn. There were minor disruptions but it is to be expected for anyone to be off task. The average class was over an hour long. Students were reward with Stamps that was based on token economy and candies after manger