3.4 Implementing Positive Behavior Support
4 min read•july 31, 2024
focuses on preventing problems and promoting good outcomes. It's all about setting , teaching good behaviors, and giving lots of . The key is figuring out why kids act up and making a plan to meet their needs.
This approach fits right into creating a positive classroom environment. By being proactive and using strategies like well-designed spaces, engaging lessons, and strong relationships, teachers can prevent most behavior issues before they start. When problems do pop up, the focus is on addressing the underlying need.
Positive Behavior Support Principles
Proactive Approach and Key Principles
Top images from around the web for Proactive Approach and Key Principles
Reinforcement Theory | Introduction to Business View original
Is this image relevant?
7.3 Characteristics of Effective Classroom Management | Foundations of Education View original
Is this image relevant?
Frontiers | A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the ... View original
Is this image relevant?
Reinforcement Theory | Introduction to Business View original
Is this image relevant?
7.3 Characteristics of Effective Classroom Management | Foundations of Education View original
Is this image relevant?
1 of 3
Top images from around the web for Proactive Approach and Key Principles
Reinforcement Theory | Introduction to Business View original
Is this image relevant?
7.3 Characteristics of Effective Classroom Management | Foundations of Education View original
Is this image relevant?
Frontiers | A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the ... View original
Is this image relevant?
Reinforcement Theory | Introduction to Business View original
Is this image relevant?
7.3 Characteristics of Effective Classroom Management | Foundations of Education View original
Is this image relevant?
1 of 3
- Positive behavior support is a proactive approach that focuses on preventing problem behaviors and promoting positive social and learning outcomes
- Key principles include setting clear expectations, directly teaching appropriate behaviors, providing frequent positive reinforcement, and using consistent consequences for problem behaviors
Functional Behavior Assessment and Individualized Support Plans
- A critical aspect is conducting a to identify the underlying purpose or function the behavior serves for the student (attention, escape, sensory stimulation, access to tangibles)
- Based on the functional assessment, an individualized is developed to proactively meet the student's needs and teach replacement behaviors
- Implementation involves collaboration between educators, mental health professionals, families and the student to ensure consistency across settings
- and are used to evaluate the effectiveness of the support plan and make adjustments as needed
Proactive Behavior Management Strategies
Environmental Strategies for Preventing Problem Behaviors
- aim to change the learning environment to reduce the likelihood of problem behaviors occurring in the first place
- This includes having a well-designed physical space, posting and regularly reviewing positively stated expectations and routines, and providing engaging instruction at the appropriate level of difficulty
- Offering choices, building in opportunities for movement, using pre-corrections and non-contingent reinforcement, and developing strong positive relationships with students are all proactive strategies
Responding to Challenging Behaviors
- When challenging behaviors do occur, staff should focus first on ensuring safety, then aim to identify and address the underlying need or purpose
- Specific strategies include presenting clear choices, providing frequent positive feedback during calm times, maintaining instructional control through brief, specific redirections, and avoiding power struggles
- For chronic behaviors, a team-based problem-solving process is used to analyze patterns, develop hypotheses, and create individualized plans with specific prevention steps, replacement behaviors to teach, and consequence procedures
Systems for Reinforcing Positive Behaviors
Principles of Reinforcement and Types of Reinforcers
- Reinforcement is a key principle of behavior - behaviors that are reinforced (rewarded) are more likely to be repeated. Schools must develop systems to frequently reinforce expected positive behaviors
- A menu of reinforcers should be developed based on student input, and include a mix of social (praise, special privileges), activity (extra computer time, homework pass), and tangible (stickers, prizes) options
- The goal is to notice and reinforce approximations of target behaviors to shape students towards success. The reinforcement should be specific, immediate, and match the level of effort required from the student
Implementing Reinforcement Systems
- Token economies or point systems can be used to allow students to earn tokens throughout the day and cash them in for backup reinforcers. This stretches out the reinforcement schedule
- Staff must intentionally teach students about the reinforcement systems, provide ample opportunities to earn, and implement them consistently. Reinforcers are faded over time as positive behaviors become self-initiating
Analyzing Behavior Management Techniques
Evaluating Schoolwide and Classroom Systems
- Effectiveness of a behavior management system must be evaluated by looking at student outcome data - both behavioral and academic
- Techniques that reduce problem behavior frequency and intensity, increase prosocial behaviors and skills, and improve measures of academic engagement and achievement can be considered effective
- Analyzing discipline referral, suspension, attendance, grades and standardized test score data before and after implementation can show overall impact
Monitoring Individual Student Progress
- Effectiveness for individual students is determined by collecting direct observation data on their specific problem and replacement behaviors and analyzing the trend over time
- If a technique is not producing the desired outcomes for a student within a reasonable timeframe (6-8 weeks), components of the plan must be modified based on a renewed functional behavior assessment
- Techniques that are effective for one student, classroom or school may not be equally effective in another setting with different variables at play. Ongoing, data-based adjustments are essential for an effective schoolwide behavior system
Key Terms to Review (21)
B.F. Skinner: B.F. Skinner was an American psychologist known for his work in behaviorism, particularly the development of the theory of operant conditioning. His ideas emphasized the importance of reinforcement and punishment in shaping behavior, which laid the groundwork for many modern classroom management strategies focused on modifying student behavior through positive and negative consequences.
Behavior Intervention Plan: A Behavior Intervention Plan (BIP) is a strategic approach designed to address specific behavioral issues in students by identifying triggers and developing targeted interventions. It is rooted in understanding the functions of a student's behavior and provides a structured way to promote positive behaviors while reducing negative ones. By incorporating data collection and analysis, the BIP aligns with various frameworks that aim to create supportive learning environments, ensuring that all students can thrive academically and socially.
Behavior Support Plan: A behavior support plan is a proactive strategy developed to address and modify challenging behaviors in individuals, particularly students, by outlining specific interventions and supports. This plan emphasizes understanding the reasons behind the behavior, creating positive alternatives, and ensuring a structured approach to promoting desirable behaviors while minimizing disruptive ones.
Behavioral Assessments: Behavioral assessments are systematic methods used to observe, describe, and evaluate an individual's behavior in a specific context, often focusing on the relationship between behaviors and environmental factors. These assessments help educators identify triggers for challenging behaviors and develop appropriate interventions to promote positive behavior change, forming the basis for implementing Positive Behavior Support strategies.
Clear expectations: Clear expectations refer to the specific standards, rules, and behaviors that educators establish to guide student conduct and performance in the classroom. By clearly communicating these expectations, teachers create an environment where students understand what is required of them, fostering accountability and positive behavior.
Data collection: Data collection is the systematic process of gathering, measuring, and analyzing information to gain insights and inform decision-making. This process plays a critical role in evaluating student behavior, assessing educational interventions, and refining classroom management strategies. By accurately collecting data, educators can monitor progress, identify patterns, and make informed adjustments to enhance student outcomes.
Environmental Strategies: Environmental strategies refer to the deliberate actions and practices aimed at modifying the classroom environment to foster positive behaviors and minimize disruptive ones. By creating an organized, engaging, and supportive atmosphere, these strategies help to prevent misbehavior and promote a conducive learning space. They encompass aspects such as classroom layout, schedules, routines, and the use of materials, all designed to support effective teaching and encourage student engagement.
Functional Behavior Assessment: Functional Behavior Assessment (FBA) is a systematic process for identifying the underlying reasons or functions behind specific behaviors exhibited by students. It helps educators understand why a student behaves a certain way by collecting data through observations, interviews, and assessments, ultimately leading to tailored interventions. This assessment is essential in creating effective behavior support strategies and is deeply connected to implementing positive behavior support and utilizing behaviorist approaches in classroom management.
George Sugai: George Sugai is a prominent figure in the field of education known for his contributions to Positive Behavior Support (PBS), which aims to create effective learning environments by promoting positive behavior and reducing challenging behavior. His work emphasizes the importance of implementing evidence-based practices and systems that support both students and educators, making schools more inclusive and effective. Sugai's research has led to the development of frameworks that guide schools in applying PBS strategies, aligning them with broader educational goals.
Individualized Support Plans: Individualized Support Plans are tailored frameworks designed to address the unique needs of students, particularly those with disabilities or specific learning challenges. These plans focus on providing personalized strategies, interventions, and support to help students succeed academically and socially, ensuring they have access to the resources necessary for their growth. By fostering a collaborative approach involving educators, parents, and specialists, these plans aim to create an inclusive environment that promotes positive behavior and effective learning.
Observational Data: Observational data refers to information collected through direct observation of behaviors, events, or situations, without manipulation or intervention by the observer. This type of data is crucial in understanding the context of student behavior and interactions in educational settings, especially when implementing strategies aimed at promoting positive behavior support. By observing and documenting how students act in various situations, educators can identify patterns, triggers, and outcomes that inform their approach to classroom management and support.
Positive Behavior Support: Positive behavior support (PBS) is a proactive approach aimed at promoting desirable behaviors and reducing challenging behaviors in educational settings. By implementing strategies that focus on teaching, reinforcing, and supporting positive behaviors, PBS helps create a more positive and effective learning environment. This approach emphasizes prevention over punishment and involves understanding the individual needs of students to facilitate their success.
Positive reinforcement: Positive reinforcement is a behavioral strategy that involves providing a reward or positive outcome following a desired behavior, which increases the likelihood of that behavior being repeated in the future. This approach helps create a supportive environment where students feel motivated and encouraged to engage in appropriate behaviors, fostering a conducive learning atmosphere.
Proactive Strategies: Proactive strategies are preemptive measures taken by educators to promote positive behavior and prevent issues before they arise. These strategies focus on creating a supportive and structured learning environment where students are encouraged to engage positively, thereby reducing the likelihood of disruptive behaviors. By anticipating potential challenges and addressing them proactively, educators can foster a culture of respect, responsibility, and collaboration in the classroom.
Progress Monitoring: Progress monitoring is a systematic approach used to assess students' academic performance and behavior over time to make informed decisions about instruction and interventions. It involves collecting data on students' performance, analyzing that data, and adjusting teaching methods or strategies based on the findings. This practice ensures that educators can track individual and group progress effectively, which is crucial for implementing positive behavior support and utilizing behaviorist approaches in the classroom.
Relationship Building: Relationship building is the process of creating and nurturing positive interactions and connections between individuals, particularly in educational settings. This involves fostering trust, communication, and mutual respect among students and teachers, which is essential for promoting a positive learning environment and effective behavior support strategies.
Stakeholder engagement: Stakeholder engagement refers to the process of actively involving individuals or groups who have an interest in a particular project, policy, or initiative. This engagement fosters collaboration, builds trust, and promotes a sense of ownership among stakeholders, which is essential for the successful implementation of positive behavior support strategies. By recognizing and incorporating the perspectives of all stakeholders, including students, parents, teachers, and community members, educational environments can create supportive systems that enhance student behavior and learning outcomes.
Student Empowerment: Student empowerment is the process of giving students a voice, choice, and ownership in their learning, allowing them to take responsibility for their educational journey. This concept emphasizes the importance of creating a supportive environment where students feel confident to express themselves, make decisions, and actively participate in their learning. Empowered students are more likely to be engaged and motivated, leading to positive behaviors and better academic outcomes.
Targeted Supports: Targeted supports refer to specific, evidence-based interventions designed to assist students who are identified as at risk for academic or behavioral challenges. These supports are tailored to meet individual needs and are often implemented in addition to standard classroom practices, helping to create a more inclusive environment for all learners.
Team-based approach: A team-based approach is a collaborative strategy that involves multiple stakeholders working together to address complex issues within an educational setting. This method emphasizes shared responsibility, communication, and the pooling of diverse skills and perspectives to create effective solutions for students’ needs, particularly in behavioral support and overall school improvement.
Universal Interventions: Universal interventions are proactive strategies designed to promote positive behaviors and prevent issues within a group or entire population of students. These interventions focus on creating an inclusive environment that supports all students, aiming to reduce the likelihood of behavioral problems before they arise. By implementing consistent expectations and positive reinforcements, universal interventions foster a positive school climate where every student can thrive.