PBS for EBD

Scott, T., Park, K.L., Swain-Bradway, J., & Landers, E. (2007). Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments. The International Journal of Behavioral Consultation and Therapy, 3(2), 233+. Retrieved from http://www.questia.com/read/1G1-170157211/positive-behavior-support-in-the-classroom-facilitating

            This journal article serves as a reminder for novice teachers that one of the most beneficial skills a teacher must develop is behavior management skills.  Now more than ever before, educators need to be able to manage classrooms with diverse learners and a range of behavioral challenges.  With the influx of students with emotional and behavioral disorders being included in the general education classroom, teachers must be able to accommodate all their students using effective instructional and behavioral practices.

            According to Scott, Park, Swain-Bradway & Landers (2007), the use of positive behavior support (PBS) can be implemented within the classroom setting to support the teacher in providing effective instruction to all students which will in turn increase success rates and reduce negative behavior (p. 234).  The concept behind positive behavior support (PBS) is that behaviors are predictable and hence preventable.  Under the PBS method the focus lies on modifying the environment and developing supports for all students.  The four step process includes “…prediction and prevention, development of rules, routines and physical arrangements, consistent implementations and evaluation” (Scott, Park, Swain-Bradway & Landers, 2007, p. 238).  Incorporating the PBS practices aids in supporting the social and learning needs of all students, catching those students who need additional support, and better identifying students who require individualized interventions.  Through a case study, the four steps of the PBS process are explained and specified to meet the needs of students with frequent and disruptive behaviors.

            After reading this journal article and completing the modules on The Acting Out Cycle, I thought about a few students in my classroom that could benefit from differential reinforcement and positive behavior support (PBS).  The textbook mentioned developing authentic relationships with students and the expectation of appropriate behavior.  At times that can be hard for educators, especially during the peak moments of disruptive and noncompliant behavior.  This journal article offers another process to help teachers remember that appropriate behavior should be expected from all students and not ignored.  The PBS method reinforces observing triggers and preventing behavior from escalating. 

            This article could be quite useful for beginning as well as veteran teachers.  I think after teaching for a number of years, educators can get stuck in keeping the same routines even if they are not working anymore.  This journal article offers hope for that burned out teacher.  The way in which the steps are broken down and explained can allow a teacher to implement this process within her classroom the very next day.  All it takes is a different perspective and a clear explanation to change one classroom at a time.

Full Participation for Students with Intellectual Disabilities

Jorgensen, C., & Lambert, L. (2012). Inclusion means more than just being “in:” Planning full       participation of students with intellectual and other developmental disabilities in the           general education classroom. International Journal of Whole Schooling 8(2), 21+.             Retrieved from http://www.questia.com/read/1G1-314254262/inclusion-means-more-     than-just-being-in-planning

            Jorgensen and Lambert (2006) remind educators of the United States special education law – IDEA which states that “…schools are accountable for all students with disabilities making progress in the general education curriculum” (p. 21).  Turning a nationwide policy into a daily practice proves to be a challenge for many teachers.  When students’ teams incorporated the Beyond Access Model to plan supports for student’s full participation in a general education instructional routines, positive results occurred.  According to Jorgensen and Lambert (2012), as previously stated by Biklen (1985), “this process helps to assure that students will not be an ‘island in the mainstream,’ but fully participating and successful leaners” (p. 21).

            The Beyond Access Model’s routine-based planning process is comprised of five questions that teams answer during regularly scheduled meetings before the coming week’s lessons.  This process has been modified for use in inclusive education. 

            The questions are:

            1. What is the general education instructional routine?

            2. What are the students without disabilities doing to participate in the instructional                       routine?

            3. Can the student with the disability participate in the same way in all components on the             instructional routine or does the student an alternative way to participate?

            4. What supports does the student need to participate using alternate means?

            5. Who will prepare the supports? (Jorgensen & Lambert, 2012, pp. 21-22).

To demonstrate this process, the journal article walks the reader through the lessons of two students with special needs.  In the first example, Amanda a ninth grader with an I.Q. of 55 related to a rare chromosomal condition that made her legally blind with challenging behavior, is in a general education science class (Jorgensen & Lambert, 2012, p. 21).  There is concern on how Amanda can best participate in a class that includes lecturing and note-taking.  After the team answers the five questions above, they conclude that a dedicated laptop or I-Pad and having a three-minute break during the lecture will ensure that Amanda is able to fully participate.  In the second example, Tomas a kindergarten student with autism who uses echolalia speech, is bilingual, legally blind and has sensitivity to noise and light, is in a general education kindergarten classroom (Jorgensen & Lambert, 2012, p. 21).  His teacher is worried how he will be able to participate in a 90 minute literacy block due to his anxiety over heightened noise.  After the team explores the answers accrued from the above five questions, they determine that Tomas needs to use his augmentative and alternative communication device to ask questions or make comments and his paraprofessional will guide him in following along by using her finger to track the text.

            With the use of the Beyond Access Model, students with special needs are given the best possible chance at success due to the support of all team members in preparing and accessing the accommodative tools prior to the week’s lessons.  The goal of this model is to have a support plan in place with a degree of high confidence that the student will be able to perform to his/her truest capabilities (Jorgensen & Lambert, 2012, p. 22).

            This article and week’s module remind me of my time student teaching at Elim in a Life
Skills classroom for high school students.  Much preparation was needed to ensure that all twelve students were receiving the best instruction to meet their individual needs.  Even though she had an aid and a fellow Resource teacher, there were mornings in which it seemed that every student could have used an individual aide.  I wonder how the Beyond Access Model would work in her classroom.  Since this classroom is designed specifically for students with moderate needs, would this process be beneficial?  Still, any extra resource is always welcomed and additional support could never hurt.

            I agree with this article that educators feel as if they are at a loss reaching students with intellectual disabilities.  They need to gain the confidence and support to know that they can instruct students with special needs and incorporate lessons that guarantee full participation from every student in the classroom.  This journal article can be a useful tool for educators and support staff because it listed the questions that the model uses and gave two specific examples from an elementary and high school viewpoint.  I plan on using the questions from this model this week to aid a few of my students that benefit from accommodations.  

ADHD in a Positive Light

Sherman, J., Rasmussen, C., & Baydala, L. (2006). Think positively: How some characteristics of ADHD can be adaptive and accepted in the classroom. Childhood Education, 82(4), 196+. Retrieved from http://www.questia.com/read/1G1-145388318/thinking-positively-how-some-characteristics-of-adhd

            
            According to Sherman, Rasmussen, and Baydala (2006), Attention deficit/hyperactivity

disorder (ADHD)  is described by most sources as a disorder negatively characterized by its deficits and difficulties which can dishearten the children diagnosed and discourage parents as well as educators.  As stated by Sherman, Rasmussen, and Baydala (2006), researched through MTA Cooperative Group (1999), “ADHD occurs in 3 to 5 percent of school-age children, making it the most common psychiatric disorder among children” (p. 196).  Students diagnosed with ADHD may have difficulties in school with “…creating and maintaining social relations, low self-esteem, and deficits in the area of executive functioning” (Sherman, Rasmussen & Baydala, 2006, p. 196). 

            Despite the negative connotations associated with ADHD, new research has indicated that some behaviors exhibited in those with ADHD can be “…potentially adaptive in some situations and contexts” (Sherman, Rasmussen & Baydala, 2006, p. 196).  Instead of viewing ADHD as a disorder classified by its deficits, it can be seen as an advantage illustrating potential and unique characteristics.  It is suggested by Sherman, Rasmussen, and Baydala (2006) that educators should strive to “…identify the unique ADHD characteristics of each child, and tailor their instruction and teaching behaviors to emphasize the child’s strengths and abilities” (p. 197).  Children with ADHD are known to be “polyactive” and can work simultaneously on numerous tasks.  They are excellent brainstormers who can lead a variety of tasks with energy and enthusiasm.   By providing students with ADHD opportunities to exuberate their energy through special errands, multi-sensory activities and through the use of various media, teachers can keep students engaged.  Shortening tasks and instructions, re-arranging desks and including interesting stimuli can also aid students with ADHD in reaching their creative, academic and behavioral goals (Sherman, Rasmussen & Baydala, 2006, p. 198).  Even though in the medical profession ADHD is viewed as a disorder, maintaining an optimistic attitude can help parents and educators focus on the children’s strengths and unique leaning styles rather than on the stigmatic diagnosis.

            Unfortunately within my teaching community there is a negative stigma attached to the ADHD label.  Whenever a teacher discovers that a student in her classroom is showing “classic ADHD signs,” the sighs and complaints begin within the walls of the faculty lounge.  Hence the reason I do not eat lunch often in the faculty lounge.  Whenever this topic arises, I often ask my colleague if she has tried incorporating activities with a variety of multiple intelligences.  From my time at Trinity as an undergrad, it has always been stressed that every child learns differently and instruction needs to be differentiated to meet your students’ needs.  It is disheartening to think that some of my former teachers at my current school have forgotten this.  I enjoyed reading about children with ADHD in a positive light and would strongly recommend my fellow faculty members to read this journal article.

            This journal article shed some light on the negative way in which ADHD is represented.  I agree that society, including teachers, tend to focus on the limitations or difficulties that children with ADHD experience.  I enjoyed how the article celebrated the unique characteristics and strengths that students with ADHD have within the classroom.  The journal article provided useful tools for teachers on how to promote positive learning experiences for children with ADHD.  It was also interesting to reflect on how some of the most creative and influential people of the past may in fact been diagnosed with ADHD.  What would have happened if the works of Mozart, Dali, or Einstein were stifled?  This journal concentrated more on the practical strategies of helping students with ADHD and less on the medical jargon associated with the disorder.  It is more suited for parents and educators rather than those in the medical field.