Theoretical Models for Understanding Behavior

Positive behaviour support (PBS) is an approach to providing services to individuals who exhibit challenging behaviour. Since the early 1990s, PBS has received increasing attention from the behaviour-analytic community. Some behaviour analysts have embraced this approach, but others have voiced questions and concerns. Over the past dozen years, an approach to delivery of behavioral services known as positive behavior support has emerged as a highly visible movement. Although PBS has been substantially influenced by applied behavior analysis, other factors are also part of its

Positive behaviour management is about using positive rather than negative approaches to encourage children and young people to behave appropriately. Promoting positive behaviour

The Positive Behaviour Support model has a strong and growing body of supporting research evidence. The British Psychological Society, The Royal College of Psychiatrists and The Royal College of Speech and

Throughout the years education has taken many different directions, each direction presenting new positive and negative outcomes. One of the newest directions the school system has taken is the inclusion movement. As a result of the inclusion movement some other changes within the classroom have been made. This includes behavior management programs. This has led to the development of Positive Behavioral Support.

Positive behavioral support is a widespread research based hands on approach to behavioral support that aims to generate ample change for students with challenging behavior. “It involves identifying the purpose of the challenging behavior, teaching appropriate alternative responses that serve the same purpose as the challenging behavior, consistently rewarding positive behaviors and minimizing the rewards for challenging behavior, and minimizing the physiological, environmental, and curricular elements that trigger challenging behavior Ruef, Higgins, Glaeser, & Patnode, 2009). Proven PBS strategies include modifying the classroom environment, increasing predictability and scheduling, increasing choice making, acclimating the syllabus and acknowledgment of positive behaviors.

Horner, R.H., Sugai, G., Todd, A.W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.) Individualized supports for students with problem behaviors: Designing positive behavior plans. (pp. 359-390) New York: Guilford Press.

The well research Positive Behavior Intervention and Support system has been widely implemented throughout the United States because school feel it is a great alternative to the zero tolerance. Much of PBIS has been implemented in elementary schools and it has shown the younger children react more positively to the system. In fact, Bradshaw estimated there is about 22,000 schools who have taken in this policy (Bradshaw, et al.). This is a large amount of school in the United State who have implemented this policy. School have begun to realize the poorly implemented zero tolerance policy is unacceptable and have shifted to a more proactive plan. Resultantly, it seems to be a common theme throughout the school who have carried out this policy

The comparison of Positive Behavior System and Applied Behavior Analyst have some professional questioning about the damage that PBS can create within the ABA discipline. Matt Tincani, (2007) seek to bring some understanding to the emerging disconnected in the article, “Moving Forward: Positive Behavior Support and Applied Behavior Analysis.” he submitted to The Behavior Analyst Today. The author, highlighted the varied disconnect and the impact that both discipline have on the field and also reference the opinion of others, such as (Johnson, Foxx, Jacobson, Green, & Mulick, (2006) stating that positive behavior support is harmful to applied behavior analysis. Some other researchers saw it differently, for example, (Carr & Sidner, (2002) stated that the

Positive guidance in the classroom is conducted throughout the day. In order to have positive guidance, the teacher should begin to use it at the beginning of the school year by setting the rules and routine of the classroom. The teacher models a powerful interaction by showing respect for others and their belongings. Dombro, Jalon, & Stetson 2011, 58). The teacher connect with her student in a positive environment that builds a trusting relationship. There are many way to react to negative situation without becoming frustrated. NAEYC guidance suggests that the teacher have knowledge of the appropriate teaching strategies in social, emotions, physical and cognitive domain that is appropriate

This paper is to define and discuss the Evidence Based Practice Model Behavior Modification. Expounding on the various methods that are utilized to alter behaviors from positive to negative, and some of the tools implemented to enforce behavioral changes in various settings. This discussion will also explain various techniques that have been designed to make behavioral changes more effective and understandable. Exploring direct interactions from articles this paper will also discuss the benefits and barriers that one faces in dealing with behavior modification.

We started Positive Behavior Intervention Support (PBIS) Program with a survey to all staff including aides, teachers, and noon-duty supervisors. We identified different locations and times for behaviors seen in those areas. Looked at behaviors tickets and categorized the different reasons for referrals. Then we developed a discipline plan of expected behaviors in each area. Presented the to entire school community. School Site Council (SSC), Parent Teacher Administration (PTA), English Learner Advisory Committee (ELAC). Discussed positive rewards for models showing how they followed rules. We continue to teach

The first important parts of developing a behavior modification program is to describe the person’s behavior. This is important in order to understand the behavior that needs to be changed (Kuhlenschmidt, n.d.). For instance, if the unreasonable bad behavior that needs to be changed, the frequency and time of its usual occurrence need to be determined. The aspects that may possibly trigger that bad behavior must also be acknowledged. The next important part is to decide that behavioral change is needed. Making a decision to take the behavior modification program requires a strong level of commitment (Kuhlenschmidt, n.d.). Otherwise, developing the program will make no sense. Another important part of the process is the identification of potential intervention strategies. Depending on the type of target behavior, these strategies may range from positive or negative

Evanovich & Scott give a general overview of Positive Behavioral Interventions and Supports (PBIS), describing it as a three tiered framework with the goal of encouraging positive behaviors and preventing misbehaviors in a school setting. Each tier has specific strategies for meeting the needs of the students where they are. The article then goes on to describe the logic behind the approach

Carter and Van Norman (2010), shed light on the significance of consulting teachers as they utilize Positive Behavior Support (PBS), a classroom management program. In addition, they explain whether or not PBS helps students’ academic engagement rise and diminishes challenging behaviors. PBS promotes developing and establishing a safe and predictable environment for students. In this particular study, teachers from four preschool classrooms in one of Nevada’s early childhood education centers attended a presentation on PBS. Then, the teachers were instructed to implement PBS in their classrooms and were observed by several PBS consultants. During their first consultations with each

The relationship between positive behavior support and safe productive learning environments is positive behavior support is strategies used to help to motivate students. For this reason, the positive behavior support is used to “enhance their skills, achievement, self-determination,” (P,98)