Building Positive Behavior Support Systems in Schools - Assignment Example

Building Positive Behavior Support Systems in Schools Observation results John portrayed unruly behaviors though not horrible. For example, when he got to school and when everybody else was lining up, he just pushed somebody that was already in the line simply because he believed that he was entitled the right to stand at a place that pleased him and especially, next to his friends. This caused problems to other students that were already in line when he came. When in class, he poked other students sitting in front of him. Sometimes he could be seen pulling their chairs while at some point he said rude things. The surprising thing is that he knew he was doing the wrong thing, but he thought it was funny. Sharing was also a problem especially when he was requested to share a book with his desk mate. The plan to support the child 1. Sign the agreement form to support the student. This is crucial in that I will be committing myself in helping the student develop positive behavior. This will entail drafting the plan that will describe the purpose of using it as well as detailing every step involved in the plan (Moyes, 2002). 2. Noting the challenging behaviors It would be critical to study John’s challenging behaviors and note them down. This will help in understanding the cause of these behaviors and devise the appropriate measures to be taken in regard to instilling positive behaviors in him (Bambara & Kern, 2005). Since the behaviors are not horrible, it would be necessary to start by enlightening him on the best way to do such things without hurting others. This can be achieved by teaching him the alternative way of achieving his desires instead of causing trouble to other students. For example, the behavior of pushing other students that are already lining up just to stand next to his friends can be achieved in a different way. I would advise him to try and arrive early and stand next to his friends before other students line up. Alternatively, I would make him understand that he can be friends with other students and always see them like that and that would make him comfortable standing next to them. 3. Involve the parents Since John’s behaviors have been continuing for some time, I would talk to his parent and enlighten them about his challenging behaviors. This way, they will be in a position to tell me if they experience the same while John is at home. In addition, I would tell them about my plan to help John change his behaviors. 4. Hypothesis development This would involve developing behavior hypothesis statement that will summarize the above noted behaviors and the possible triggers of the behavior, outlining the consequences and guess about the intended attainment or purpose of the problem behavior. This is essential in that it will guide me in developing the best technique to use in the effort to change the behavior of the student (Stormont, 2008). 5. Positive behavior supports According to Sailor (2009), this technique is necessary especially because it entails withholding reinforcement for problem solving. However, although this technique could be seen as a way of demeaning or meant to cause pain, the intention is actually to change behavior without causing harm to the student. At this point, involving parent in the process of changing John’s behavior would be necessary. This will help in designing a program that will entail including the parents in shaping the challenging behaviors of their son. 6. Collaborative action plan This would precisely outline everybody’s role in helping John change his behaviors. The mother and father will be required to execute various components of the plan such as checklist monitoring while I will be engaged in tip sheets and other components. 7. Additional support Apart from designing the required action plan to support behavior change, it would be critical to look for natural opportunities that can help John realize that he has some challenging behaviors and that they need to be overcome (Crone & Horner, 2003). Encouraging John to view other students as his friends would be necessary. Practical examples of how he can achieve that would be provided. Additionally, practical examples of the consequences of his behaviors will be reinforced to put the picture of what other students feel or get affected by his behaviors. Examples like pushing him away would constitute a good example. 8. Giving choices, but within parameters Some of the behaviors portrayed by John, although seems inappropriate are derived towards good course. For instance, when john pushes other students just to be near his friends, it shows the strong relationship that exist between him and his friends. However, giving options such as lining up early next to his friends rather than waiting until when students have lined up could be a better option since being with his friends is not a crime of a bad thing. 9. Rewarding flexibility and improvement It is important to recognize student’s effort to change. Rewarding notable positive change is meant to encourage the student to continue doing so (Stormont, 2008). For instance, if John decides to be near his friends, but this time he come early to line up next to them without pushing other students, that is a sign of improvement and encouraging him to continue with the same spirit will encourage him to even rectify on other challenging behaviors noted. 10. Monitoring outcomes Focusing on the effectiveness of the strategies utilised helps in identifying the weak areas of the student that can be improved with time. Strengths of the student to effectively adhere to the laid down rules would be focused to improve in other challenging behaviors. Some of the positive improvements with John can be used in helping other students with similar challenging behaviors. The slow or gradual or challenging tasks would be used in coming up with different strategies that can be used to help John or other students in future. Maintenance of the positive behavior would be closely monitored in order to avoid John from returning to the old challenging behaviors (Bambara & Kern, 2005). This can be achieved by giving his family members some tips that will help them in maintaining the positive behaviors. References: Sailor, W. (2009). Handbook of positive behavior support. New York: Springer. Bambara, L. M., & Kern, L. (2005). Individualized supports for students with problem behaviors: Designing positive behavior plans. New York: Guilford Press. Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford Press. Stormont, M. (2008). Implementing positive behavior support systems in early childhood and elementary settings. Thousand Oaks, CA: Corwin Press. Moyes, R. A. (2002). Addressing the challenging behavior of children with high-functioning autism/Asperger syndrome in the classroom: A guide for teachers and parents. London: Jessica Kingsley. Read More