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Positive Behavioural Intervention Supports - Research Paper Example

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Positive Behavioural Intervention Supports Introduction School Wide Positive Behaviour Intervention and Support (SWPBIS) aims at supporting good practices and behaviours by students within and outside the school environs. The approach involves teaching students good behaviours and rewarding them for portrayal of correct behaviours as opposed to previous strategies that instilled discipline through punishing wrong doers…
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Positive Behavioural Intervention Supports
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Positive Behavioural Intervention Supports Introduction School Wide Positive Behaviour Intervention and Support (SWPBIS) aims at supporting good practices and behaviours by students within and outside the school environs. The approach involves teaching students good behaviours and rewarding them for portrayal of correct behaviours as opposed to previous strategies that instilled discipline through punishing wrong doers. Traditional strategies of aiding students in improving their behaviours mainly involved parent conferences to inform parents of their children’s conduct with little intervention on matters pertaining to social records or even psychological evaluation of students. This paper focuses on the Positive Behaviour Intervention Support and the Response to Intervention. Current systems emphasize on proactive approaches which aims at meeting the different needs of a student that could be educational, social, or psychological and in the process encourage good overall behaviours. SWPBIS acknowledges that the environment whether in school or at home affect students behaviours and thus emphasizes on developing and supporting effective, scalable, reasonable and efficient climate for every student. The intervention could be done in aspects relating to curricular streamlining, behavioural intrusion, as well as intervention on social aspects of students (Cavanaugh et al). The behaviours of students widely affect their performance. It is therefore important to cultivate positive behaviours through teaching to create a good learning environment. The systems implemented for behavioural change should be wide based such that they can be applicable even in non-classroom settings. The systems should aim at improving primary, secondary, and tertiary systems to improve all aspect of behaviours of varying children and youths whether social, personal, family, or health level. The systems should also aim at eliminating less effective behaviour and at the same time supports desired behaviours make them more functional (Cavanaugh et al). Response to Intervention (RTI) is an approach that focuses on providing eminent instructions, intervening on the needs of students as well as scrutinizing the progress of students regularly to identify areas where the approach requires modification. Competent use of school assets is encouraged to support growth The RTI approach takes into account the effect the environment plays in determining the behaviours of students. Thus, it tends to involves identification of the difference in needs among students where intervention that is more vigorous is given to students who may be more vulnerable academically or even socially. The components of RTI are incessant application problem solving tactics, dependent on amalgamated problem solving facts and employment of multi-tiered model to facilitate behavioural change (New Mexico Public Education Department 11-14). Positive Behaviour Support (PBIS) makes use of problem solving model with the aim of teaching and reinforcing suitable behaviours thus eliminating the inappropriate behaviours in students. The PBS employs a number of steps to enhance behavioural change. The first step entail identification of the problem, the second step necessitates analysis of the problem to identify its cause and effects. After identifying the root of the problem, the third step involves coming or inventing the appropriate design to resolve the problem. The invented design is applied and the process enters the fourth and last stage of investigating if the intervention is yielding apposite results. The PBS intercession is cyclic, if the last step fails to work, you re-enter the first step and identify why the intervention is not working. Making appropriate modification to suit the requirements of the problem at hand is important (Saladis). PBIS puts emphasis on certain principles which include person-centred planning, deference for individuals, partaking of all stakeholder, and commitment to facilitate achievement of significant outcomes (Saladis; Cavanaugh et al). Comparisons between PBIS and RTI Both RTI and PBIS are similar in that they present a wide variety of intercession depending on the need of the students and also take into consideration the role that environment can play both in development and progression of behaviour in students. However, the PBIS and RTI approaches differ on the extent of intrusion at universal, targeted group and individual level. PBI has a wide series of strategies for proactive, systemic, as well as individualized intervention (Cavanaugh et al; New Mexico Public Education Department 6-8). Teaching positive social behaviours is important as it is a more positive approach compare to the previously used strategy where attempts to improve behaviours of students was only done through punishment after misbehaviours. This approach encourages development of good norms in all aspects of the students other than on academics only (Saladis). The Three Levels of PBIS The three level of behavioural change interventions are primary prevention, secondary prevention and tertiary prevention. The primary prevention is classroom or school based and focuses on aspects relating to all students, the staff, and the settings within the school. Secondary prevention focuses on addressing issues related to students considered to have risk behaviour. The secondary prevention also called Specialized Group System Strategy. The tertiary prevention uses specialised individualised system to address matters affecting students with high-risk behaviours (New Mexico Public Education Department 22-25). Currently our school employs the WBSBIS by encouraging counselling, special incentives for well-behaved students as well as workshops involving parents to address home-related issues that may affect student’s behaviours. Conclusion PBIS usage effectively achieves apposite outcomes on academics as well as behaviours in students with a wide range of needs. The strategy aims at modifying the environment for the students and teaching them to improve their behaviours. Works Cited Cavanaugh, Brian et al. How to Implement Positive Behavioral Interventions and Supports (PBIS) in Maine. University of Maine, 2011. Web. http://www.usm.maine.edu/smart/files/MainePBIS.pdf New Mexico Public Education Department. Technical Assistance Manual: Addressing Student Behavior. 2005. Web. http://lcps.k12.nm.us/Departments/SPED/Addressingstudentbehavior.pdf Saladis, Rachael. Positive Behaviour Interventions and Supports. PBIS Network. Web. http://dpi.wi.gov/sspw/pdf/s3pbisoverviewppt.pdf Read More
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