“Understanding why a kid is challenging is the first and most important part of helping him.”
– Dr. Ross Greene
What is Positive Behavior Support
Some persons or children may have many improper behaviors. And it is difficult for them to change these unsuitable behaviors because they are practical for them.
Positive Behavior Support, or PBS, is to realize what controls somebody’s unsuitable behavior and how to change it.
Positive Behavior Support is a set of research-based methods to raise a person’s quality of life.
- It helps minimize problematic responses by teaching new crafts and alterations to a person’s background.
- It is an intervention strategy that parents and guardians can teach and assist children in behaving properly.
- PBS provides a process to recognize and fix the problem behaviors of persons or children.
- PBS is based on choices and applied behavior analysis.
- It offers a way to generate an understanding of why the child is interested in problem behavior.
- The technique procedures block the appearance of challenging behavior while training the child in new crafts.
From Where Does it Come?
Parents’, teachers’, or guardians’ involvement is essential in Positive Behavior Support interventions. They have a pivotal role in the incorporated team that executes the PBS plan.
Trained psychologists and other specialists in Positive Behavior Support can develop PBS interventions. They guide parents and teachers in executing them properly.
The practitioner will train you in executing the plan. They provide you with information about and effectively support you in responding to difficult circumstances.
Guardians are responsible for fulfilling the PBS plan at home. They should provide feedback to the team about the child’s improvement.
A positive Behavior Support plan works well only with the caregivers’ support.
Positive Behavioral Interventions and Supports- PBIS
Positive Behavioral Interventions and Supports is a project whose purpose is to approach student behavior through adjustments in their atmosphere.
If executed expertly, students will gain refined social and scholastic outcomes, and schools will experience humbled, exceptional discipline manners.
It is a positive method to encourage students with difficulties and create classrooms where all learners can flourish.
The U.S. Department of Education has organized an assistance center contributing information and training on PBIS. This assistance center is funded by the U.S. Department of Education’s Office of Special Education Programs.
This Assistance Center supports states, schools, districts, and teachers in developing practices. It assists them in executing a multilayered path to courteous, emotional, and behavioral support.
Three Tiers of Support in PBIS
Positive Behavioral Interventions and Supports- PBIS is a multi-layered program. It is divided into three layers.
It is the process of organizing and blending all data, arrangements, and disciplines influencing student results every day.
Positive Behavioral Interventions and Supports are known as a three-tiered structure. Each tier is arranged based on the assistance students require.
It provides support and props based on the student’s necessities and how they react to interventions. Three tiers are:
1. Tier One support or Universal Prevention:
Tier one support assists as the foundation for behavior and academics. It is a school-wide core program. Schools confer this extensive support to all students.
The core plan is to give all the students what they require to be successful and to limit future dilemmas.
2. Tier Two Support or Targeted Prevention
It is not meant for all the students in the classroom. It targets 12-15% of classroom learners with particular skill deficiencies. Schools usually provide Tier two support to students with similar targeted needs students.
Granting support to pupils gives more possibilities for practice and feedback, whereas maintaining the intervention is maximally productive.
Students may need an assessment to determine if they need this support and what skills to address.
Tier 2 support aids students in developing the abilities they require benefiting from core plans in the school.
3. Tier Three support or Intensive, Individualized Prevention
This support is for limited students. It aims at those learners who require more intensive, personal, and specialized support.
It is an individualized approach. Schools give formal assessments to determine a student’s requirements and generate an individualized support plan. Student plans usually involve goals related to academics and behavior support.
Examples of Positive Behavior Support
PBIS helps schools to teach students positive behavior procedures, just like any other subject. Positive Behavior Support never aims at ‘perfect children.’ Rather, its goal is to create a perfect environment to enhance their growth.
Positive Behavior Support and Interventions is a dynamic strategy that schools use to enhance their sanctuary and encourage positive behavior. The focus of PBIS is blocking, not execution.
Here are some examples of Positive Behavior Support:
Clear routines and expectations help children reduce anxiety or fear because they know what comes next. Students usually get into difficulty because they genuinely do not know what they are supposed to do.
A teacher can encourage positive behavior in the classroom by arranging routines. These routines motivate students to embrace positive behavior patterns.
The teacher can explain how to enter and exit the classroom, behave during recess and lunch, etc.
The students should know how and when to ask inquiries, use the restroom, or sharpen a pencil.
Some methods teachers can follow are:
- Provide students various chances to prepare classroom routines
- Give continuous assistance for routines and behaviors
- Reinforce proposed behaviors and describe the results if the expectations are not matched.
- When a teacher or adult respectfully moves closer to the child, it is Proximity.
- Teachers can use the proximity technique visually and orally to engage with their students and support positive behavior.
- Standing near the child’s desk and assisting them if they do not get the child’s attention using hints.
3. Positive Phrasing
- By interacting through positive phrasing, teachers can set an example that students can use when communicating. They will use the same model when they interact with their teachers also.
- Teachers can strengthen their performances by appreciating their good behaviors in the classroom.
- Warning children through a negative response to problem behaviors seem easier but creates a negative impact on children.
- Instead of focusing on misbehavior, describing the positive impact of positive behaviors works well with children.
- Teachers must correct undesired behavior respectfully and concisely to create positive classroom environments.
4. Giving Opportunities to Help Others
- Teachers can assign some responsible tasks to these students, like running to the front office for the teacher’s task or sending a message to another teacher.
- The teacher can pair the student up with a classmate as a supporter on an academic task. This will promote positive cooperation.
- Make them engage in helping activities. Helping another student positively captivates attention and can establish rapport.
5. Giving Guidelines When Assigning a Task
- When the students are assigned a task, teachers can present guidelines of what behaviors are expected.
- For example, teachers can explain to the students to stay calm while they complete a timed test. They can suggest they raise their hands if they have any doubts during the test.
- Teachers should also ensure that students completely grasp the desired behavior as the task is assigned.
- The instructors should use their evaluation to decide whether they change their plan for designing particular tasks in the future.
6. Private Discipline
- Many children see it as a provocation when teachers try to discipline them in front of their friends.
- Sometimes young people may get appreciation from friends by openly denying obeying a teacher.
- Youngsters are more likely to take discipline if their friends are not watching the process.
7. Family Partnership
- Teachers should collect information about learners from families and guardians.
- Engaging the family when a student exhibits challenging behavior.
Instructors should inquire with families to partake when a student is displaying positive behavior.
8. Positive Reinforces
- Rewards are a powerful technique to promote positive behavior. Teachers can give sweets, kinds of stuff, or craved activities as rewards.
- Teachers should set clear suggestions to gain rewards.
- They should set practical goals so students can earn the reward steadily to keep them motivated.
9. Silent Signals
- Nonverbal Signals are a way to encourage interaction while limiting delays during guidance.
- The teacher and students can cooperate calmly, instantly, and politely with silent signals.
- It also permits students to express their requirements to the teacher without bringing notice to themselves.
PBIS believes that if the students understand the expectations, they can only answer behavioral expectations.
This evidence-based program teaches everyone proper behavior and applies a common language to discuss it. On every occasion, students understand what’s expected of them.
Positive Behavioral Support and Interventions were originally designed to shield and assist students with deficiencies. However, PBIS is profitable for all students.
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