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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...
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…
References
Scott, T.M., Alter, P.J., Rosenberg, M., & Borgmeier, C. (2010). Decision-making in Secondary and Tertiary Interventions of School-Wide Systems of Positive Behavior Support. Education & Treatment of Children, 33(4), 513-535. Retrieved from EBSCOhost.
Responsibility in Student Behavior Previous research on behavior modification has varied in effectiveness with specific type of behavior, or class of behaviors, and the specific type of behavioral intervention (Packer, 2010). The research shows programs that attempt to teach skills, such as self-control and responsibility, as well as incorporate parents and home tend to be more effective than programs that just promote discipline or obedience. The management of contingencies, such as
For example, a teacher would tell a class of first graders to "Please keep your hands and feet to yourself" instead of "Don't hit or kick." It is a distinction that seems simple but has been proven effective. Build Rapport While it is essential to establish clear teacher-student boundaries, it is important for teachers to build rapport with their students. Guerico (2011) writes that teachers can be friendly without being a
It's long been a challenge in pedagogy to find a way to meet the needs of a diverse classroom; students have always presented a range of different cultural, linguistic, social and socioeconomic needs and backgrounds. In fact, in the academic research paper, "Culturally Responsive Differentiated Instruction" by Santamaria, it was found that ultimately, "The best teaching practices are those that consider all learners in a classroom setting and pay close
According to Bales, 1999, the concept behind SYMLOG is that "every act of behavior takes place in a larger context, that it is a part of an interactive field of influences." Further, "the approach assumes that one needs to understand the larger context -- person, interpersonal, group, and external situation -- in order to understand the patterns of behavior and to influence them successfully." With SYMLOG, measurement procedures are
Identifying whether previous punishments have reinforced the behavior would also be important to design an appropriate punishment strategy. Question Fostering Positive Relationships with Students Developing a close relationship with children is associated with improving the positive outcomes of that relationship (Birch & Ladd, 1997). This indicates that as a school psychologist every effort should be made to develop a close relationship with each and every student. While it is acknowledged that this
To become successful, consequences are to be applied consistently and they never are to be physically or psychologically injurious to the student. (Wiggins, Classroom Management Plan) Features about the techniques that I like These techniques enable to mend the behavior of the students who do not respond to conventional discipline. It promotes student involvement because it makes learning attractive and fun and particularly because of the focus being provided to