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Factors affecting student behavior
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All schools have rules and regulations that students need to follow. Schoolwide Positive Behavior Intervention and Support (SWBIS) is an intervention plan that engages positive behavior and supports social behavior. By implementing SWBIS into a school system, disciplinary action is equal for each student. Therefore, “Schools that promote prosocial, cooperative behavior and academic success are central to preventing problem behavior” (Martella, Nelson, Marchand- Martella, and O’Rilly, 2012, 309). To insure that SWBIS is effective, there is a three-step tier that help categorize student’s behaviors, and allows teachers to create enough data on these behaviors. “In any school, three types of students can be identified: typical students not at
I attended a support group at 204 S Beverly Drive 116 Beverly Hills, CA 90212. The support group takes place every Tuesday from 6PM-8PM. If a team member cannot make it on Tuesday they can also attend on Saturday from 9AM-11AM. I attended a domestic violence class. The counselor name is Dr. Gordon, his License Marriage and Family Therapist. Dr. Gordon provides the following support group domestic abuse, domestic violence, emotional disturbance, Grief, Internet Addiction, and narcissistic personality and online anger courses and self-esteem. Once you enter the office there is coaches and it feels very comfortable. The instructor was sitting on his desk going over roll call and charging the fee. Once he finished roll call and charging he
For my field experience, I went to Magoffin Middle school and spend time in the Behavioral Intervention classroom (BIC). A behavioral Intervention classroom is a class where mostly Emotionally Disturbed (ED) students attend. Though ED is not the only special need student that could be in the BIC classroom setting. Other classifications could be Autism (AU), Learning disabled (LD), other health impairments (OHI) to include ADD and ADHD. In regards to the Least Restrictive Environment (LRE), it is towards the bottom or point of the triangle, meaning it is more restrictive than a general setting classroom would be. The BIC classroom is a last result and not where the school wants to place a student. Let me say what I imagine how the classroom would be before I went to the class was chaos. Due to the time working at the school, I have seen my share of student meltdowns. Many occasions I have seen students outright disrespect authority figures at the school. Passing through the hallway one student was observed outside of the classroom arguing with the campus officer telling him “You’re too fat to catch me!” This was a surprise to me as I continued on my way. Another student in particular, we will call him “Kenny”, had a meltdown in the hallway where he was sitting on the floor hugging his knees and was crying profusely. There were at least three adults including a campus patrol employee, special education teacher and the assistant principal trying to calm Kenny down. Going into this classroom I prepared myself for students being disrespectful and quite possibly violent.
More specifically, safeguarding the rights of students with disabilities, while maintaining a safe learning environment for all are top priorities. I currently oversee a middle school who has a large special education population, as 23% of the students receive special education related services. In addition, the school has two new assistant principals who have limited administration and special education experience. Providing ongoing support as well as relevant information is critical. Sharing evidenced-based practices combined with elements of Positive Behavior Interventions and Supports (PBiS) has proven to be beneficial. It is imperative students with disabilities who engage in maladaptive behaviors are exposed to proactive interventions as opposed to reactive response. A suspension may mask the issue, as the primary root of the behavior is not addressed. Creating functional equivalent replacement behaviors (FERBS) that seek to meet the behavior need in a more appropriate fashion is
In an effort to maintain peace, safety and a disciplined environment conducive to effective teaching and learning, many schools have adopted the zero tolerance policy. This philosophy was originally created in the 1990’s as an approach towards drug enforcement to address the rampant use, possession and sales of drugs in schools (Jones, 2013). Today, this policy is used to mandate the application of pre-determined consequences of violation of stated rules. These rules may pertain to a number of issues; drugs, bullying, theft, and corporal punishment.
A behavioral intervention plan (BIP) is designed for a specific child to try to help that child learn to change her or his behavior. Once the function of a student 's behavior has been determined, the Individual Education Program (IEP) Team should develop the behavior intervention plan A behavioral intervention plan can be thought of as a plan to support the student in order to help him or her change behavior. Effective support plans consist of multiple interventions or support strategies and are not punishment. Positive behavioral intervention plans increase the acquisition and use of new alternative skills, decrease the problem behavior and facilitate general improvements in the quality of life of the individual, his or her family, and
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
Tidwell, Amy, K Brigid Flannery, and Teri Lewis Palmer. "A Description of Elementary Classroom Discipline Referral Patterns." Preventing School Failure 48.1 (Fall 2003): 18. ProQuest Education Journals. ProQuest Information and Learning. Coll of Southern Maryland Lib., La Plata, MD. 3 Dec. 2004 http://proquest.umi.com/login.
Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classroom are able to create an environment where learning is the focus (Burden & Cooper, 2004). Although teachers may be well prepared and skilled with classroom management, at some point in time they will encounter a student or students whose behavior hovers authority and the functioning of the class. There is no simple way to deal with these difficult situations, but there are strategies to help. The first step is to identify the purpose of the behavior. A Functional Behavior Assessment (FBA), is a systematic set of strategies that are used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed (NPDC, 2014).
Smith, Douglas C., and Daya S. Sandhu. "Toward a Positive Perspective on Violence Prevention in Schools: Building Connections." Journal of Counseling & Development 82.3 (2004): 287-293. Business Source Premier. EBSCO. Web. 12 Aug. 2011.
Martinez previously worked in schools as a special education teacher and is currently doing research about the school wide PBS. With this extensive research, she has been able to evaluate the effectiveness of zero tolerance policies in school and whether they have proven effective. Martinez discusses the many unintended side effects of the zero tolerance policy. School administrators have overused the policy as a way to avoid dealing with students who have behavioral problems. By using the zero tolerance policy, administrators automatically have a consequence of either suspension or expulsion set in place, no matter how severe the behavior is. This prevents administrators from dealing with the problem in school; it just gets rid of the student who has misbehaved. Martinez also brings up another good point about how schools have been using zero tolerance policies as an excuse for a high rise in suspensions. Yes, there should be a small rise in the number of suspensions or expulsions in the beginning, but overtime there should be a decrease. A decrease would prove that students are responding to the policy, and the policy is being effective in its main goal: decrease the amount of students who are breaking the rules. Martinez also provides alternatives to zero
Once a student has been diagnosed with having ADHD they are at a higher risk for failing grades and could need to be referred to special education program. Different interventions have occurred to help avoid academic under achievement with students who have ADHD. These interventions can include medication, parent education, and classroom behavior intervention. The purpose of the article is to address a gap in early intervention. The gap is addressed through a study examining behavior response to psychosocial intervention to see if it associates with improvement in early reading and math. This study was based on 41 children between ages 3- 6. The method involved a two-stage screening process. The first stage made sure the participants attend
Prior to the Safe Schools Act in 2008, the disciplinary standards in schools followed “zero tolerance” policies, which enforced rigid punishments, standardized for all offenses and frequently lead to the discrimination of men and racialized groups (Milne & Aurini 2015). Progressive discipline on the other hand allows principles and teachers to use their discretion and consider a student’s circumstances when responding to inappropriate behavior (Milne & Aurini 2015). Progressive discipline utilizes intervention strategies to discipline students on a gradually increasing scale, proportional to each students needs (Ontario Ministry of Education 2012). Although this approach to discipline and intervention in schools appears ideal, researchers have raised questions about the effectiveness of these policies. Some researchers have criticized progressive discipline, stating that this approach still makes minorities vulnerable to discrimination due to teacher bias and others have criticized how these policies have grouped social justice issues in with bullying.
The emphasis of SFBT is on the process of developing an image of a realistic solution rather than dwelling on the past manifestation of the problem, with the focus being on identifying past successes and exceptions to the problem in an effort to accomplish set goals (Kim, 2014). SFBT views problems as fixable and change as viable by concentrating on the achievement of small, concrete behavioral goals (Berg & De Jong, 2008). The discussion of exceptions and movement toward future adaptive behaviors allows the clinician and client to focus on solutions to the client’s problem, rather than dwelling on the problem itself (Berg & De Jong, 2008). In fact, simply talking about improvement has an encouraging effect on the client (Banks, 2005). The
According to the article urban schools face many challenges including (among others) limited resources, poverty, and diversity. School wide Positive Behavioral Interventions and Supports (PBIS) was a strategy used to address these and other needs with a benefit of helping promote a safe school climate. This is what drew me to this article since we are examining Safe Schools. According to Goodman-Scott, Hays, & Cholewa (2018) this article was a qualitative single-case study examining the patterns related to the implementation of PBIS in an urban middle school along with the role of the school counselor in PBIS (p. 98). The case study looked for processes and outcomes of PBIS implementation and leaders’ perceptions of the role of the counselor
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In