Reinforcement Foundations of a Function-Based Behavioral Approach for Students With Challenging Behavior

2020 ◽  
Vol 29 (2) ◽  
pp. 78-85
Author(s):  
George Sugai ◽  
Brandi Simonsen
Keyword(s):  
Challenging Behavior ◽  
Behavioral Approach ◽  
Behavior Support ◽  
Behavior Support Plans ◽  
Behavior Understanding ◽  
Functional Behavioral Assessments ◽  
Behavioral Assessments ◽  
Support Students

This article provides an overview of how reinforcement serves as the foundation for a function-based approach to support students with challenging behavior. Understanding reinforcement is essential when providing function-based support for students with challenging behavior. Reinforcement “strengthens” behavior, increasing the probability that similar behaviors occur again. By understanding and using reinforcement accurately, educators conduct efficient functional behavioral assessments; develop and implement positive, aligned, and individualized behavior support plans; and avoid misrules and misconceptions about reinforcement.

IMPLEMENTATION OF BASIC SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTION SUPPORTS BY SCHOOL PERSONNEL

2016 ◽  
Vol 4 (34) ◽  
pp. 5-14
Author(s):  
Jonathan Chitiyo
Keyword(s):  
Implementation Process ◽  
School Personnel ◽  
Positive Behavior ◽  
Behavior Support ◽  
Behavioral Expectations ◽  
Widespread Implementation ◽  
Functional Behavioral Assessments ◽  
Positive Behavior Intervention ◽  
Behavioral Assessments ◽  
Problem Behavior In Schools

School-Wide Positive Behavior Support (SWPBS) is increasingly becoming a popular approach to managing problem behavior in schools. Despite its widespread implementation, little research has been done focusing on the implementation process. The purpose of the current study was to explore the implementation of SWPBIS in school systems. Specifically, the researcher wanted to examine the extent to which school personnel used different SWPBIS classroom- based practices. Results indicated that the most frequently used practices were teaching students behavior expectations and rewarding students who met the behavioral expectations. The least used practices were collecting data for decision making, graphing data, and conducting functional behavioral assessments. Recommendations and implications are provided.

scholarly journals Instructors' Reflection on Positive Behavior Support in RULES Foundation's EFL Classroom

2019 ◽  
Vol 5 (1) ◽  
pp. 67
Author(s):  
Muhammad Kurniawan Rachman ◽  
Hanna Hanna ◽  
Aris Badara
Keyword(s):  
Adult Learners ◽  
Positive Behavior Support ◽  
Challenging Behavior ◽  
Language Education ◽  
Positive Behavior ◽  
Behavior Support ◽  
Teaching Management ◽  
The Future ◽  
Support Students ◽  
Teaching Application

Students’ challenging behavior becomes one of the big issues in education nowadays and language education is not an exception. Therefore, preparing teachers insight towards the issue is essential as the first step to prevent the issue grows in the future. Positive Behavior Support appears as one of the solutions to this issue in developing countries such as Australia and Singapore in 2011. Supporting this system, the researcher perceived that it is vital to apply this system in the EFL classroom in Indonesia. This paper aims to investigate the instructors’ Reflection using Positive Behavior Support (PBS) in EFL classroom. The research used qualitative study and involved 3 instructors in an institution which applies EFL teaching as the program, also conducted an interview after the workshop and teaching to find more detail information in the data obtained. The finding of the study indicated that PBS in form of workshop positively supported the instructors’ teaching application when they were experiencing real teaching class situation using the support system. The instructors also perceived that having PBS workshop added their knowledge to support students’ behavior in their classroom and in the future positively. Unfortunately, two instructors denoted that they could not apply all the PBS parts in their teaching application since most of the students are adult learners. However, the instructors reported that through the workshop and teaching period they perceived a change in students’ positive behavior and PBS changes their paradigm toward teaching management system.

Core Sessions Behavioral Principles

2018 ◽  
pp. 1-16
Author(s):  
Karen Bearss ◽  
Cynthia R. Johnson ◽  
Benjamin L. Handen ◽  
Eric Butter ◽  
Luc Lecavalier ◽  
...  
Keyword(s):  
Challenging Behavior ◽  
Behavioral Approach ◽  
Abc Model ◽  
Basic Principles

This session provides an overview of the basic principles of the behavioral approach, the ABC model, and the importance of assessment in deciding upon strategies to address challenging behavior.

Creating Positive Behavior Support Plans for Students with Significant Behavioral Challenges

1998 ◽  
Vol 17 (3-4) ◽  
pp. 27-38 ◽  
Author(s):  
Barbara J. Ayres ◽  
Deborah L. Hedeen
Keyword(s):  
Positive Behavior Support ◽  
Challenging Behaviors ◽  
Essential Elements ◽  
Positive Behavior ◽  
Elementary Student ◽  
Behavior Support ◽  
Behavioral Challenges ◽  
Behavior Support Plans ◽  
Problem Solving Teams ◽  
Support Plan

In this article, a process for creating positive behavior support plans for individual students who have difficult behaviors is described. Challenges facing rural educators are presented along with information on the essential elements of behavior support plans. A case illustrates the process used to create a positive behavior support plan for an elementary student with challenging behaviors. Supports for creating and supporting active problem solving teams in rural schools also are describe.

Effects of a Universal Classroom Management Intervention on Middle School Students With or At Risk of Behavior Problems

2020 ◽  
pp. 074193252092661
Author(s):  
James Sinclair ◽  
Keith C. Herman ◽  
Wendy M. Reinke ◽  
Nianbo Dong ◽  
Melissa Stormont
Keyword(s):  
Middle School ◽  
At Risk ◽  
Classroom Management ◽  
Academic Outcomes ◽  
Controlled Trial ◽  
Future Research ◽  
Control Group ◽  
Behavior Support ◽  
Behavior Support Plans ◽  
Youth At Risk

Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training program, CHAMPS, which stands for Conversation, Help, Activity, Movement, Participation, and Success, on student outcomes. We hypothesized that students in CHAMPS classrooms who were identified by teachers at baseline as needing behavior support plans would have greater end-of-year improvements on behavior and academic outcomes relative to comparable youth in non-CHAMPS classrooms. Results indicated baseline teacher-perceived student behavior support need moderated some intervention outcomes; in particular, youth at risk in CHAMPS classrooms demonstrated improvements in concentration problems ( b = –.19) and communication arts outcomes ( b = .13) compared with youth at risk in control group classrooms. Implications of these findings and future research are discussed.

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