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.
I am glad that you found connections between your blog article and the other course readings. I agree with you that learning and trying new behavior techniques is important because all students will respond differently to different management strategies.
ReplyDeleteI like the article and the techniques that offers. I also agree with you on this article being useful for beginning teachers as well as veteran teachers. This is my second year teaching and I am always trying to learn new and different strategies. Sometimes they work for me sometimes they do not. I also seen many veteran teachers who will stick to the same routines even if they do not work.
ReplyDeleteI agree with you statement about burned out teachers. Many times administrators or workshops throw new techniques and strategies at teachers and we don't implement in the classroom because we have a million other things going on and the last thing that we need is a new system or routine. But the hope lies within a strategy that is clearly defined and laid out so that implementation can be seamless.
ReplyDeleteJen,
ReplyDeleteIowa is incorporating PBIS (Positive Behavior Intervention Supports) throughout schools in the state and does make a difference and we are seeing the difference at our schools in Burlington. Each school is required to come up with clear expectations. My school chose to adopt Making Your MARKS and the MARKS define the expectations. PBIS also assists new teachers in classroom management especially if they are coming into a PBIS established school. We have found that when students are given and taught and re-taught the expectations and staff focuses on the positive (4:1- at least four positives for every negative), students respond better and are more productive.
Nicki