After completing the Functional Behavior Assessment (FBA), it should be relatively easy to write a Positive Behavior Support Plan (PBSP). It should be, but this week it was not. With the changing weather patterns and a full week of student teaching in, I was completely wiped! The fibromyalgia was flaring…

Positive Behavior Support Plan, or PBSP for short, is a document that outlines the targeted behavior(s), triggers for the target behavior, prevention strategies, replacement skills to be taught, consequence strategies and the effect on behavior. It is meant to be a brief, but thorough, document that will guide school staff, including the special educations teacher(s), general education teacher(s), paraprofessionals, school staff, school administration, and others involved with the student while on school grounds and during school activities.

The IRIS Modules from The IRIS Center at the Peabody College of Vanderbilt University provides a wealth of information related to positive behavior reinforcement and its implementation with students, particularly with exceptional students. …

With so much going on between work, school, and home, it is always good to take a moment to take a step back and assess. I appreciate the video that was posted on goal making. It was a good reminder to not let the end goal overwhelm and obscure the…

Classroom Behavior Management Plan, otherwise known as BMP, provide the framework of expectations for the classroom, between teacher and students. All parties participate in creating the BMP. When students have input into making the classroom rules, then they have a vested interest in adhering to them as they helped to…

This week, we spent time watching a video to practice A-B-C data collection. The video was of a little girl who was getting ready for bed. Her caregiver, I would assume would be her mother, handled her various behaviors quite well. She mainly did this through redirection, which often works for this particular age group. I have used it myself in the past with my own daughters.

I am interested how to put the A-B-C data collection into practice with more complicated behaviors. One that immediately comes to mind is my daughter’s habit of hair pulling. We have yet to understand all that is behind the behavior. I may actually try an A-B-C data collection with her some time so I can better understand the trigger(s) and thus be better equipped to propose possible extinguishing practices.

This week’s class covered implementation of PBIS in the classroom, specifically tier two implementation. As a substitute teacher, I have worked in classrooms where we implemented various forms of level two PBIS incentives. The most common being sticker charts. The student will have two or three behaviors that are being worked on, typically related to classroom disruption or staying on task. When the student is displaying the preferred behavior, then the student receives positive verbal reinforcement and a sticker on their sticker chart. When the student earns themselves a full sticker chart, then the student receives the agreed upon positive reinforcement activity or prize. One thing of note is that positive reinforcement activities are more effective than positive reinforcement prizes. I think this is because the student actually craves the attention of their teacher and thus values it more than a trinket or prize.

I have used IRIS Modules in other classes and have found them to be particularly informative. I like the compact nature of the presentation. The module does a good job of disseminating the information in the most efficient manner.

This week’s IRIS Module dealt with Classroom Management, particularly dealing with…

So what is PBIS? It is an acronym for Positive Behavior Intervention and Supports. It is an evidence-based three-tiered framework to improve school and student behavior. Through public positive reinforcement of acceptable behavior and private discipline of negative behaviors, the schools work to have significant improvement in the overall student population. It is a commitment of the Staff, Faculty, and Students.
As a substitute teacher, I have participated in enacting the PBIS of the district and schools. It is a positive for the student and myself to catch them in good behavior. When other students see their fellow student being acknowledged, they see a possibility that they too may get that positive attention. It changes the classroom culture when the students are not worried about getting into trouble but rather looking for opportunities to do good, to be better.

Emma Volz

Wife, Mother, Educator

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