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 School Counselors’ Knowledge of Functional Behavioral Assessments

2005 ◽  
Vol 30 (4) ◽  
pp. 449-455 ◽  
Author(s):  
José A. Villalba ◽  
Maryann Latus ◽  
Stacie Hamilton ◽  
Colleen Kendrick
Keyword(s):  
Special Education ◽  
School Counselors ◽  
Behavioral Assessment ◽  
School Personnel ◽  
Educational Experience ◽  
School Level ◽  
Education Programs ◽  
Awareness Training ◽  
Functional Behavioral Assessments ◽  
Behavioral Assessments

A functional behavioral assessment (FBA) is one of the tools used by school personnel for providing a fair educational experience for students in special education programs. Although several school counselors are expected to participate in school-level FBA teams, questions arise as to their level of awareness, training, and beliefs regarding FBA procedures and practices. For this study, practicing school counselors were surveyed in order to determine their awareness, knowledge, and role in the FBA process.

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.

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