I need assistance with the following:
Review Positive Behavioral Interventions & Supports (http://www.pbis.org/) and Positive Behavior Support Plan (Essential Elements) (http://www.pbhsolutions.org/pubdocs/upload/documents/Positive%20Behavior%20Support%20Plan%20Essential%20Elements%289%2010%29.pdf)
Thomas was a fourth grader at a local elementary school who was diagnosed with Down syndrome and received specially designed instruction as defined on his IEP. Thomas had been attending the school since first grade and knew several of the other students. He received most of his instruction in separate special education class that was located within the general population. Thomas' teachers described his problem behaviors as off task and disruptive to instruction and other activities that included excessive talking, prolonged waving and pointing at peers, and excessively long transitions between activities. Thomas has also been sent home several times for touching peers in private areas. The teachers have reported that when there are five or more students per teacher the majority of problems arise. Thomas really likes getting the teacher's attention, high-fives, and getting calls home to say he is doing a great job.
Briefly answer the following questions:
What would you choose as the one target behavior that needs to be modified? Which differentiated response would you choose to use to modify the behavior and why? How will you teach this new skill? What will you use as a reward? What will you use as a negative reinforcer? What are two short-term goals (1 month each) you can use to achieve your long term goal? What is your long-term goal (at the conclusion of 6 months)? How will you teach him to generalize this goal?
Differentiated Instruction for Students With Learning Disabilities www.sagepub.com/upm.../6797_bender_ch_1.pdf
What would you choose as the one target behavior that needs to be modified?
The most troubling behavior being displayed is touching other students in their private areas as this violates their rights in many ways. It violates them sexually, it deprives them of a safe learning environment, and it also affects their education. Therefore, this is the main behavior that will be targeted for modification as if this behavior can be corrected, the other behaviors may also benefit. In addition, the child will HAVE to be removed from the classroom if the behavior continues.
Which differentiated response would you choose to use to modify the behavior and why?
First I would rearrange the ...
The positive behavior intervention and supports are given.
Program for School Behavior Change
Please see the attached document as an example of a presentation of a School-Wide Positive Behavior Support: Getting Started.
Choose a school level (elementary, middle, or high school) to create a School-Wide Positive Behavioral Intervention and Supports system (SWPBIS) plan. Use the information found in the presentation provided as your foundation.
Your plan must include:
-Rationale and features.
-What will be included in the plan. For example:
-Discuss how you will implement this practice.
-Discuss how will you inform students and keep it enforced. For example:
Any teacher can hand out a ticket
Tickets can only be given out during certain times of the day
Student's name must immediately be written on the ticket
State who will be in charge of administering the rewards.
Describe the kinds of rewards you will offer the students, and how often will they be administered. For example:
Students will collect tickets from any teacher when they are caught doing something good. At the end of the semester, there will be a "price" guide where the tickets can be traded
Students will be acknowledged each semester for things like perfect attendance, good citizenship, and service to the school and community
Peer nominations for specific awards
Create a presentation using PowerPoint. The SWPBIS plan must be 10 to 15 slides in length, with a title slide, an introduction slide, and a reference slide and formatted according to the APA guidelines.