School Wide Behavior Management

School-Wide Behavior Management

POSITIVE BEHAVIOR SUPPORT ARTICLE REVIEW

Positive Behavior Support: Article Review

Positive Behavior Support (PBS) is best conceived of as a framework that governs how schools consider and make choices about the discipline in their schools, rather than a particular behavioral management approach. The article suggests a four-step process for schools to better integrate PBS into their secondary and tertiary responses to the 20% of students who do not respond to the initial approach. The four step iterative approach consists of the following: (a) prediction -- not only identifying which students are most likely to misbehave, but what other factors work to create the situations in which they do; (b) high-probability interventions, using the information gathered in the prediction to intervene and avoid possible misbehavior; (c) consistency, using interventions correctly and consistency; and (d) assessment, looking to see what students are still struggling and what can be done to help them. This shifts the focus to specific, identifiable problems to be worked on.

Prediction, in this process, consists of asking a number of questions. In addition to identifying which students are most likely to misbehave, this system encourages asking what factors are likely to make those students misbehave, how they are likely to misbehave, and to act on those factors.

The prediction process determines high-probability interventions, so the article does not address them specifically; it instead names three areas that can "serve as guideposts" (518). Positive relationships between teachers and students are one of the most important factors in helping children adjust to school, and are associated with fewer behavioral problems by students. This article positively repeats the suggestion that it should be the teacher's responsibility to initiate positive interactions. Student failure highlights the need for effective instruction. The article points out the perhaps obvious point that students who are unable to follow the directions in the classroom are more likely to misbehave, and just saying that the students need to "work harder" does not take into account the quality of instruction as an important factor in determining how much learning can happen. Better classroom management could alleviate some of the pressures causing students to misbehave.

Consistency, as defined as, intervening the same way across time and by different school personnel, is an important factor in reducing student misbehavior. Two ideas are suggested in maintaining consistency: (1) simplicity of intervention, and (2) communication between team members. This can prevent students from either being confused or becoming resentful. This article adds fidelity to the discussion; interventions need to be implemented correctly.

At this point, the assessment step's goal is to identify what students are still struggling, and what to do about that. Then tertiary interventions are created and implemented.