Explanation of Positive Behavioral Support Matrix - Essay Example

Explanation of Positive Behavioral Support Matrix Introduction: Positive behavior support (PBS) system is a structured set of strategies which are research validated and also designed to make an ideal school environment to promote and support appropriate idle behavior for all the students. The primary objective is to promote and teach a common expected behavior in which student will be given credit and acknowledged for their suitable and appropriate behavior (Bambara & Knoster, 1998). According to the researchers there are two kinds of evaluation which are followed to evaluate the signification of the process which are Formal and Informal evaluation. Formal evaluation is a structured and thorough kind of procedure which is based on external criteria of what is evaluated, and informal evaluation is a subjective one which is not connected with the various criteria (Wheeler & Richey, 2005). PMS is basically used to evaluate the context which include input process and the planning and in other hand product evaluation which include mainly the evaluation of the outcome. PBS Behavior Expectation Matrix: Expectations All Settings Morning Assembly Classroom Playground Cafeteria Hallways Washroom Gym Bus Voice levels varies 2 3 3 2 1 2 2 2 Be Safe Try to control your body movement Ask permission before leaving any setting Try to walk quietly and safely. Keep your bottom on bench or floor Enter and exit with appropriate manner Control body movement Sit properly on chairs Try to solve conflict peacefully Try to keep your personal space Use only play related equipments Try to keep appropriate distance with others Try to keep your body objects in control Seat properly Always clean your hand before eating Don’t touch or eat others food Always stay on the right sidewalk Don’t run Stay out from parking zone Always wash hand with soaps Use toilet properly Use equipment properly Obey rules Wear proper clothing and footwear Sit on the appropriate area Always face forward Follow emergency proceedings Bee Respectful Show kindness to others Wait for your turn Always use good gestures with appropriate tone of voice and appropriate words Treat others with respect and the way you want to be treated Incorporate manners Give attention to the speaker Use kind words and act peacefully Always follow your teacher’s/adult’s/leader’s rule and order Only speak when your turn come Listen to others attentively Sow respect to others by word and action Maintain rules Follow the instructor If necessary share equipments Enter and exit peacefully Always show good manners Try to incorporate proper table manners Wait peacefully in line Always walk silently Don’t disturb other classes Respect the displays of hallways Respect others privacy Always ask permission before signing in and signing out Listen and obey to the speakers Cooperate others Respect others time and privacy Take responsibility of bus property Follow bus driver’s instruction Be Responsible Always listen to direction and follow them quickly and quietly Take responsibility of school and personal property Accept any consequences of your behavior Keep area clean Try to be with your group or class Try to give your best effort Try to be honest not diplomatic Take responsibility of personal belongings Be ready to execute order Only participate in approved games Stay in permissible area Don’t leave without permission Before leaving pick up individual trash Make a straight line Put trash in bin Try to follow directions Take responsibility of your locker and property Limit your time Keep the area clean Always flush the toilets Report any kind of problems Use equipment with care Encourage other members Try to follow rules Always be on time Take responsibility of your personal belongings Input, Process and Output Table of PBS with respect to levels: Tier Elements Level 1 Level 2 and 3 Input Define the expectations Taught the expectations Communicate reward system for proper behavior Collect data It should be positive and proactive All stake holders are involved Data should be used in appropriate position Team contribution and composition needed Process Analyze the data Monitor the students Structure feedback and rectification procedure Continuous analysis is necessary Expected activity from students Satisfaction of teacher Consistent data collection Communication among the team members Output Prevention of problem behavior Focusing on desired skill Reward desired behavior Decreasing of safety related consequences Corrective behavioral outcome Climate of school improved Decreased absenteeism Behavior quality change Lifestyle change due to behavior Feelings and opinion change of family members Process of Positive Behavior Support: The steps which are essential for process of PBS are the following, 1. Behavior support team building: The process begins by developing a team which will be consists of the key stakeholders who are involved with the school children’s life. Family members, friends, and early educator can be the part of the team. 2. Child oriented planning: This process brings the team members together and discuss about the strength of the child and his future vision and mission which will ultimately support the child and his family. 3. Behavioral and functional assessment: It involves the collection of data, observing them, and analysis of the information to develop a clear and proper understanding of the relationship between the events which trigger the behavior of the child. 4. Development of hypothesis: Assessment process can be completed by a proper behavioral hypothesis statement. It will give a summarized view about the behavior, triggers, and its consequences. 5. Development of support plan: According to the result of hypothesis a support plan should be developed, the components of which should be related to the prevention strategy which will be in the alignment with the problem behavior. 6. Monitor outcome: Evaluate the outcome and effectiveness. It should include the measurement of positive changes in problem behavior and achieving new skill for more efficient outcome. Similarities and differences between levels: Positive behavioral support is related to three kinds of prevention level such as primary level, secondary level and tertiary level (Sailor, 2009). Primary level of PBS: Effectively and properly teach appropriate behavior to the children Intervene and take action before problem in behavior occurs. Monitoring the progress of students Evaluate the findings by using scientific methods. Secondary Level of PBS: It is secondary level of support which is provided to the target groups and design effective environment for behavioral changes. Tertiary level of PBS: In this level attention is given to provide systematic primary support in school and the associated context which will have impact on lifestyle such as health, work, recreation etc. Conclusion: It is evident that the behavior of the students cannot be absolutely appropriate according to the code of school so they need special care and constant monitoring and documentation to encourage them through discipline plan and proper guidance. It is recommended to divide children’s disabilities in behavior into cognitive, behavioral, and learning category so that the process will have a scientific approach. Sometimes it so happens that factors are associated with intellectual disabilities. In this kind of situation it is recommended to provide special tutor. References Wheeler, J., & Richey, D. (2005). Behavior management (1st ed.). Upper Saddle River, N.J.: Prentice Hall. Bambara, L., & Knoster, T., (1998). Designing positive behavior support plans (1st ed.). Washington, DC: American Association on Mental Retardation. Sailor, W., (2009). Handbook of positive behavior support (1st ed.). New York: Springer. Read More