Term Paper on "Positive Behavior Support"
Term Paper 4 pages (1353 words) Sources: 4
[EXCERPT] . . . .
Positive Behavior SupportWhat are the best techniques for changing operant behaviors? What is the relationship between distant setting events and antecedents that have an influence on student behavior? What positive support interventions should a teacher employ to keep an orderly environment for learning? What support does a teacher need in the classroom? These questions and issues will be discussed and critiqued in this paper.
Body of Paper -- Working with Emotional & Behavioral Disorders (EBD)
Setting events are "complex situations that occur concurrent with problem behaviors," Mark Durand explains (Durand, 1990, p 15). Getting a poor night's sleep could explain aggression episodes -- antecedents -- later in the day in the classroom. How does the teacher handle this kind of situation? The teacher first must make an assessment (if possible) of the behavior and determine if is related to a setting event or not. Grace Baron suggests having the teacher collect and record all the information about the behavior occurrence in a systematic way, using a "detailed behavior report" (DBR) (Baron, 2006, p. 21).
The DBR relates to the specific behavior, the duration and severity of the behavior, and the possible antecedent related to the behavior. The "general antecedents -- time, date, day, specific activity during which it occurred -- are recorded; and moreover, the "specific antecedents" like actions of others, physical events, cognitions of the individual, when recorded, "often reveal the precise reasons for the occurrence of the behavior (Baron, 21). Given that the teacher has kept competent records (DBRs) of the recurring behavior,
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Body of Paper -- Positive Behavior Support
What positive support interventions should a teacher employ to keep an orderly environment for learning? A good response to the question can be found in the materials presented by authors MaryAnn Demchak and Robin Greenfield. In their book they discuss the way to go about offering positive behavior support (PBS) when students are aggressive, throwing tantrums, moving towards self-injury, or being destructive of school or personal property. The first step in achieving that support in a learning environment is to identify the problem behavior (which seems very obvious but it is key to dealing with the problem), and next to prioritize problem behaviors (because likely in a special education setting there will be more than one problem behavior). Which of the behaviors warrant assessment? Once that is known, hypotheses should be created based on team teacher interviews (when is the behavior most likely to occur; what settings stimulate the antecedent), and an ABC analysis ("antecedent-behavior-consequences") should be conducted (Demchak, 2003, 73-74).
Based on those preliminary actions, a behavior support plan should be established that includes: a) crisis management strategies; b) the operational definition and summary statements; c) antecedent strategies; d) "replacement behaviors the student will be taught"; and e) procedures need to be established for "ongoing monitoring and evaluation" (Demchak, 76). The antecedent strategies may include simply removing the problem behavior; or "modifying an activity or task" that influences or stimulates the problem behavior; or adding activities to the classroom routine "that are associated with desired behaviors"; and also, "minimizing the impact of non-preferred activities as much as possible" (Demchak, 76).
When should the intervention be put in motion? Edward Shapiro's book offers some valuable advice to teachers when an intervention is needed because of problem behavior. Do not necessarily reinforce the intervention immediately after the behavior. "Intermittent reinforcement is the reinforcement of a particular behavior that is reinforced occasionally," but not each time the behavior occurs. Indeed, the factors and variables that have an influence on whether a child continues to engage in "incompatible behaviors" or not include "…the relative, not absolute, quality, immediacy, and rate of reinforcement for the competing behaviors" (Shapiro, 2000, 33).
"Temporally distant antecedent events" may possibly be "functionally related to behaviors," Shapiro explains (33). For example, in one study referenced by Shapiro, a child that gets less than 5 hours of sleep "…tangibles were stronger reinforcers for… READ MORE
Quoted Instructions for "Positive Behavior Support" Assignment:
“Positive Behavior Support Teacher Interview
2) Ask questions related to the relationship between distant setting events and antecedents that influence student behavior. How does the teacher handle these challenges? How does the teacher use positive behavior support to maintain an orderly learning environment? What type of support does the teacher have in the classroom environment?
3) Summarize findings in 1250*****1,500 words.
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How to Reference "Positive Behavior Support" Term Paper in a Bibliography
“Positive Behavior Support.” A1-TermPaper.com, 2011, https://www.a1-termpaper.com/topics/essay/positive-behavior-support/5970398. Accessed 5 Oct 2024.
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