Effective Behavior Support - Assignment Example

? Research Paper: Effective Behavior Support Introduction The present research article discusses the role of effective behavior support in shaping the life of students. It also sheds light on the various dimensions of effective behavior support. The article also studies the role of parents and community in influencing the behavior support. In addition to this, educational system of Australia is also taken into consideration. The author has reviewed relevant literature from different journals, research reports, books, magazines, and articles. Materials from presentations available on certain websites have also been studied. In end of the article, a conclusion has been drawn to present crux of whole discussion. Research Methodology The data is taken from various research journals, books, and magazines. The publications mostly published after 2000 A.D have been studied for discussion and literature review. The author has tried to review most recent studies regarding effective behavior support. Literature Review Many scholars and researchers have written on the topic of effective behavior support. Effective academic instructions should emphasize on facilitating students success during tenure of their teaching in schools (Scott et al., 2002). This will support the students in obtaining better results and show responsible behavior towards their studies. Li (2000) has argued that students are affected by school environments as well as community outside the school premises. As students spend their life in different environments, they are influenced by different settings such as family, peer group, school etc. Within their family, children learn basic things of their life – things like eating, speaking, behaving with family members and outsiders. Christensen (2003) has found that a number of research studies indicate that the extent to which students feel connected to their school, feel connected to their home, feel connected to peer groups, is the extent to which their achievement is predicted to be successful. Social and economical conditions also affect the behavior of students and degree of participation in the school activities. Hourahan (2000) finds through his research studies that students belonging to working class in USA had more language problems than the students coming from wealthier families. Gao (2000) has also described the impact of social status on the intercultural communication regarding Chinese in Australian education institutions. In this backdrop, socio-economic status plays a significant part in determining the chances of success for the students. Why effective behavior support is needed? Effective behavior support (EBS) is adopted by different nations (Safran, 2006). It is a comprehensive approach that focuses on prevention of negative behavior through careful and systematic educational programs. This approach supports students all over the world to decrease negative and antisocial behavior (Sugai & Horner, 2006). This approach is applied not only to individual students but also to entire school setting. It has also received positive response from institutions across the world. The effective behavior support minimizes the problem behavior (Carr et al., 2002). It involves respectful, constructive, proactive, and educative behaviors that bring positive changes in society as well as in behavior of the individuals. Behavior management is highly dependent on the educational background and social set up. Scholars have noted a number of behavior problems in students. To get a crystal clear picture of this behavior, classroom and non-classroom settings have been studied. Researchers emphasize that behavior support plays vital role in success of students and has positive impact on the environment of the school. Effective behavior support demands for improvement in the school atmosphere that helps students achieve maximum results. Positive behavior support incorporates a number of strategies which aim at gaining significant social and learning outcomes. Approaches to behavior management Various approaches have been used for behavior management among school children. For some schools, comprehensive approach to behavior management requires shift in thinking patterns. Some schools highly depend on punitive approach that uses very harsh punishments, such as expulsion and suspension, for the students. This approach shows zero tolerance even for minor misconduct. The punitive approach to behavior management is regarded as ineffective and does not render positive results (Nelson, Martella & Marchand-Martella, 2002). This expulsion or suspension does not correct misconduct or decline in the academic achievements and increases juvenile delinquency. Due to this approach, students avoid to attend classes and take little interest in studies. Punitive measures are never considered agreeable by the students. Students should always be taught through acceptable ways. Moreover, another approach is positive one that promotes a friendly relationship and increases positive behavior. This approach emphasizes on achieving learning outcomes (Sugai & Horner, 2006). This approach is being implemented in various institutions and departments. Success rate has increased in those institutions where this approach has been used. Researchers are of the view that collaboration between parents, communities, and schools is an effective means of addressing very intricate problems of youth. Scott et al., (2002, p.1) describe that “children and youth who manifest patterns of antisocial behavior have been assigned a number of labels such as “juvenile delinquent” or “socially maladjusted” children”. This type of labeling is not educationally relevant, because it does not show the specific learning characteristics. This social labeling is sometimes considered to be a criterion for exclusion of the students from educational institutes. Most of the people and institutions prefer positive or effective approach that produces successful results and research shows that an EBS approach yields better outcomes. Relationship between behavior support and school environment It is the primary purpose of school discipline to create orderly, safe, and positive learning environments. It also aims to develop self-discipline and positive behavior in children. Students should develop such kind of behavior that supports them in effective relationship (Colless et al., 2011). This relationship affects the students’ behavior and their academic progress. Students even learn through the actions of their teacher whether he explains them or not. Marzano (2007) highlights that the teacher’s behavior is the language of relationship that influences every student. The teacher feels that his or her behavior should communicate his ideas to students in an appropriate way. The classroom setting and response by the administration also affect the behavior of students. The successful teachers show realistic attitudes towards students in a number of ways. Friendly and supportive environments are essential for retaining the effective teachers (Fraser & Pickett, 2010). Studies have found that more affectionate and warmer teachers are liked by students and are more effective than others. Cooperation among teachers and students creates a sense of community inside classroom. The school as an educational institution provides a supportive environment for the students where they develop their mental faculties. Positive influence in the environment helps in developing a sense of personal esteem in students. It has been discussed by researchers that supportive environment provides different types of support such as informational support, esteem support, emotional support etc (Cutrona et al, 1990). Thus it can be said that school environment provides different types of behavior support to students. Interaction environments other than school or classroom also leave positive impacts on overall quality of life of students. These interaction places can be picnic spots, get-togethers, significant annual days, recreational activities etc. This type of informal communication brings teachers and students very close to each other and helps in developing behavior support that leaves positive impact on students. The knowledgeable and learned teachers can engage students in warm discussions regarding various aspects of their lives. Role of parents In most of the countries, parents feel reluctant to participate in school programs and other activities (Bitew & Ferugson, 2010). They teach their children what they have received from their forefathers. Educationally sound parents reinforce behavior support and assist in proper behavior management (Allen & Kickbusch, 2005). Moreover, students learn rudimentary manners at home under supervision of the parents. These manners have lasting impacts on children. Children learn about the basic things of life at their home. As they grow up, they adopt the practices of the parents and elder family members. Some parents keep in close contact with teachers regarding the schooling of children. They think that by communicating with teachers they learn about the educational progress of children and consider it as an obligation. They communicate through letters and phones. Some parents even discuss the academic areas with teachers, and it has great impact on the school performance of children (Berumen, 2004). Moreover, it has been found through studies (Bitew & Fergusan, 2010) that there was absence of contact between parents and teachers. This absence of contact has been attributed to the limited educational background, economic constraints, and limited social contacts of the parents. The parents who visit the schools show great interest in their children’s education. Contact between teachers and parents helps in developing stronger relationship between the two. If parents do not communicate with teachers, then they remain ignorant of the children’s progress. Community and effective behavior support Over the years, a number of research articles has shown significance of community in influencing the behavior of an individual. Effective school system responds to the needs of local community (Townsend, 1994). Family members as well as the community people have remained the important part of supportive behavior in bringing positive developments in students. Community participation and collaboration with educational institutes has given fruitful results (Lombardi, 2003.) When any school consults with community regarding preparing any action plan for students, it reflects the expectations and values of that community (Li, 2000). Culturally appropriate principles have positive impact on students. Community involvement provides an opportunity to know about social norms and values of the people and then incorporate them in an effective behavior support. Community involvement provides an opportunity for responsible behavior by teachers and students (Li, 2000). This keeps community updated about progress of students and supports teachers to enhance effective behavior. Behavior support and Australian education institutions Education in Australia is a state and territory concern (Department of Education, Science and Training 2006). It has been pointed out that Australian schools expect continuous communication with parents through formal as well as informal means in terms of general educational support. In Australian schools, cultural expectations are not only attached to general behavior but also to learning in educational institutes (Bitew & Ferguson, 2010). Agreed goals and aims have been put forward for schoolings in educational institutes in the country. Many schools in Australia are striving to become responsive and inclusive by bringing changes in practices, policies, and strategies to give effective behavior support to students. School environment is being re-constructed in response to diverse needs of parents and students. Researchers (Carrington & Elkins, 2002) carried out their research in Queensland schools; the research demonstrated that an inclusive culture is developed by staff to show commitment to progressive practices and change. Summary Students are influenced by school environment and outside community. Numerous researchers have highlighted that students’ level of commitment or attachment with school determines success. In this regard, EBS plays a pivotal role in student success along with extending positive impact over the environment, which in turn facilitates students to achieve maximum results. Some schools adopt punitive approach and the research suggests that such approach is considerably ineffective and unable to bring positive results. Students should also develop and nurture such kind of behavior enabling and supporting them to construct and maintain an effective relationship. This relationship is highly fundamental to their educational comprehension. The role and behavior of teacher are highly pertinent, as they enable students to achieve their potential. Supportive and friendly environments are fundamental for retaining the professional and effective teachers. It has also been highlighted that more affectionate and warmer teachers are liked and preferred by students in comparison with less affectionate and warm teachers. Education receives paramount significance in Australia and is being considered as a state and territory concern. Consequently, Australian schools prefer to remain in a regular communication with the students’ parents through formal and informal means. A research highlights that the schools in Queensland have developed inclusive culture showing commitment towards progressive changes and practices. References Allen, R. & Kickbusch, K. (2005). Variables Affecting Student Achievement. USA: Wisconsin Education Association Council. Bitew, G., & Ferguson, P. (2010). Parental Support for African Immigrant Students' Schooling in Australia. Journal of Comparative Family Studies, 41 (1), p.149 Berumen, F. (2004). The High School Experiences of Chicano Students with Gang Affiliation in a Los Angeles Public School: A Study to Inform Pedagogical and Curricular Intervention Strategies. US: Harvard University. Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., & Sailor, W. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4, 4-16. Carrington, S., & Elkins, J. (2002). Bridging the gap between inclusive policy and inclusive culture in secondary schools. Support for Learning, 17(2), pp. 51-57. Christensen, D. (2003). Time to Rethink the High School Experience. NCSA Today Retrieved from http://www.nde.state.ne.us/COMMISH/HSexperience.htm Colless, N., Lewis, J., & Savage, C. (2011). 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Easterly Winds of Change: The Education of Working-Class Asian Immigrant Students. US: Fordham University. Li, F. (2000). My Painful High School Experience. Retrieved from http://ielpjohn.home.att.net/comp1.htm. Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria: Association for Supervision and Curriculum Development. Lombardi, J. (2003). Time to Care: Redesigning Child Care to Promote Education, Support Families, and Build Communities. Philadelphia : Temple University Press. Nelson, J.R., Martella, R.M., & Marchand-Martella, N. (2002). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behaviors. Journal of Emotional and Behavioral Disorders, 10, 136-148. Rowling, L. (2003). Grief in School Communities: Effective Support Strategies. Philadelphia: Open University Press Scott,T. M., Nelson, C. Michae., Liaupsin, Carl J., Jolivette, Kristine., Christle, A. Christle.,& Riney, M. (2002). Addressing the Needs of At-Risk and Adjudicated Youth through Positive Behavior Support: Effective Prevention Practices. Education & Treatment of Children. 25(4) p.532 Safran, S. P., (2003) Using the Effective Behavior Supports Survey to Guide Development of Schoolwide Positive Behavior Support. Journal of Positive Behavior Interventions, 8, 1, p. 3. Sugai, G., & Horner, R.H. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 32, pp.245-259. Townsend, T.(1994). Effective Schooling for the Community: Core-Plus Education. New York : Routledge Read More