Positive Behavior Intervention Supports (PBIS)

I will devote time at the beginning of the school year to establish a comprehensive classroom behavior management plan. I will make it my priority teach high quality instructions, be respectful and encourage positive behaviors, and be persistent and consistent. I will be proactive in addressing disruptive behavior and be aware of culture influence behavior. Components of my comprehensive behavior management plan will have; a statement of purpose, rules, procedures, consequences, and an action plan. It is important to understand the effects of both positive and negative consequences and know the appropriate situation for each type of consequences. Positive consequences are used to encourage students’ behavior with being rewarded. Negative consequences are things students consider unpleasant, normally loss of a privilege. Consequences should be consistent, without anger, revenge or uncertainty. I will explain and make sure my students understand why they are receiving a consequence and how it relates to the class rules and expectations. I have a better understanding of the acting-out cycle and will know how to address disruptive and noncompliant behaviors. I will also be applying intervention strategies such as high-probability requests, choice making, and differential reinforcement. As I get to know my students, I will become aware of each of my

I have developmentally appropriate expectations for the children’s behavior. I focus on positive guidance by encouraging positive behavior, an I redirect the children when

Society has significantly become more understanding and aware of people with disabilities since the establishment of Public Law 94-142. By incorporating parents, teachers, and health care professionals in the evaluation process, the child has a better chance of having their needs met with all the challenges they face in school and at

A behavior intervention plan (BIP) is a plan that’s designed to teach reward positive behaviors. This can help prevent for stop problem behaviors in school. The BIP is based on the results of the FBA. The BIP describes the problem behavior, the reason the behavior occurs and the intervention strategies that will address the problem behavior. A BIP can help a child to learn problem solving skills and find better ways to respond in a situation.

Schools regularly have many external professionals who work with them, and these can include: educational psychologists; speech and language therapists; specialist teachers; Education Welfare Officers; School Improvement Partners; and physiotherapists/occupational therapists.

Bethany Hill once stated, “Every child you pass in the hall has a story that needs to be heard, maybe you are the one that needs to hear it.” That quote works because the person might have trouble at home and they might need a counselor to almost let a burden off of their shoulders and tell their story to. Some of the reasons Career Cruising chose being a school counselor for me because I like training and teaching, working with children and providing advice. I am most interested in pursuing a career as a school counselor because of its likeable working conditions, straightforward responsibilities and simple career preparations.

When I decided to train to become a professional school counselor, I knew I had a long road ahead. I am trained to be a teacher, a special education teacher to be specific, and though I will be able to use much of my past experience as a classroom teacher in my school counseling practice, I am aware that I will also need to see my students in a new way, a more holistic way. I will need to focus not only on what works in the classroom, but what works in order to motivate and support the students with whom I meet. It is essential for me to determine what will drive me, inspire me to be the best school counselor for both my school and students, therefore, I must determine my professional philosophy of education and school counseling and develop my beliefs, vision and mission statements.

Developing a plan to take schools in the right direction and improve our education system is easier said than done. The initial challenge is recognizing underlying problems keeping students from learning. This challenge, in part, is due to the fact that the issues may change significantly depending on who is labelling them, whether it is educators, parents, lawmakers and students. In this paper the writer will address bullying and how it challenges student, teachers, administrators, parents and the community at Lakewood Elementary School. In 2012 a bully incident ended up taking the life of a fourth grader at Lakewood Elementary. This incident shocked the school and community. Principal Kidd started Positive Behavior Support

RtI or Response to Intervention is using quality instruction and intervention to prevent students from receiving services they do not need or services they do. The basis for this essay is to discuss the basics of RtI and the many facets that are involved, although not all inclusive it will give the reader a good overview and information to promote more research and understanding.

Students with EBD are typically the largest group among all disabilities who receive education in an alternative learning environment (U.S. Department of Education, 2016) and all students with disabilities are entitled to a free and appropriate public education (FAPE) as part of the IDEA regulations (Kuo, 2017). Currently, the GNETS program is a large program that services 4,500 students with behavioral disorders; once a student has been placed into this program, a team works to get the student established with the instructional services that follow the Common Core State Standards, research-based behavioral interventions, IEP goals and objectives, and progress monitoring (Georgia Department of Education, 2016). The purpose of a placement for an EBD student in this program is to “prevent children from requiring residential or other more restrictive placements” and support the local school systems’ services (GNETS Rules and Regulations, 2015, p.1).

The attitude of the educator can create an environment that supports either positive or negative behaviour. A lack of trust in children to make positive choices makes educators seem over-controlling and leads to individual children do not have their needs met (Fields, Merritt, Fields, 2014). To support positive behaviour in an early childhood setting I would have a clear set of rules and expectations for all children, as children need to know what is expected of them in order to display appropriate behaviour (KidsMatter, 2013). These rules I would create at the start of the year, along with the help of the children. Including children in the creation of the rules in their setting helps them understand the importance of having rules and encourages them to follow them (KidsMatter,

The mission of the school counseling program is to assist all student achieve to the best of his or her ability personally/socially, academically, and vocationally through comprehensive and developmentally appropriate program(s) to be productive citizens, community members, and lifelong learners. This is a collaborative and multi-tiered support approach involving students, parents, faculty and staff, and community learners as stakeholders in the success of our students.

Sayeski, K. L., & Brown, M. R. (2014). Developing a classroom management plan using a tiered approach. Teaching Exceptional Children, 47(2), 119-127.

One most important tip is for teachers should educate themselves and learn as much as they can about intellectual disabilities. There are some techniques and strategies that teachers can also use to support children educationally. First teachers must recognize that they can make a difference in student’ lives by finding out what their strengths and interests are, focus on them, and create opportunities for success. Teachers must also be concrete as possible by demonstrating what they mean rather than giving directions verbally and tasks that are longer in steps should be broken down into smaller steps and provide assistance when necessary. As it relates to student skills, teachers should teach life skills such as social skills and occupational awareness and exploration by involving students in group or club activities. Finally, teachers should provide the student and parents with immediate feedback and work with the student’s parents and school faculty in creating and implementing an IEP that is tailored and meet the student’s needs (Center for Parent Information &

Should issues early onset and from problem behavior syndrome be considered when choosing participants for prevention