Chapter 13, in your text, details the characteristics of, and procedures for, School-Wide Positive Behavior Support (SWPBS). You discovered that SWPBS is an “alternative to traditional reactive behavior strategies” that were based upon a “hierarchy of rules and consequences” (Shepherd & Linn, 2014, p. 266). While rules and consequences are included in SWPBS, this approach takes a “proactive, positive” approach designed to promote acceptable behavior in all students (Shepherd & Linn, 2014, p. 266).
You also learned that there are many evidence-based social skill programs that can be incorporated into the SWPBS program. Culturally-responsive social skills programs can reduce interfering behaviors that result from cultural and linguistic differences.
Using your knowledge of School-Wide Positive Behavior Support (SWPBS) and evidence-based social skills programs, discuss the following:
1. Explain how students who are at risk for behavioral problems can be identified for placement in the three tiers of SWPBS. Include the following in your discussion:
a) Office referrals
b) Teacher nomination
c) Continuous progress monitoring
2. List the three assessment tools that can be used to identify students who may not exhibit externalizing behaviors but who are also at risk for behavior problems. Detail the characteristics of each assessment.
3. Discuss “Wraparound Services” in terms of the following:
a) Alignment with the Ecological Systems Model
b) Those who are included in the “team”
c) The focus of the services
d) The advantages of using the school as an “entry point” for services
ONLY USE THE TEXTBOOK!
Read the following chapters in your text:
Chapter 13: “School-Wide Positive Behavior Support”
Chapter 13 introduces you to School-Wide Positive Behavior Support (SWPBS). This approach to classroom and school management focuses on reducing interfering behaviors and increasing desired behaviors so teachers can expend their energies on academics, rather than reacting to interfering behaviors. This program has a hierarchy of levels; each higher level provides more intensive supports for the student. School-Wide Positive Behavior Support (SWPBS) has been shown to reduce problem behaviors and is particularly useful in reducing behavior problems associated with cultural and linguistic diversity (Shepherd & Linn, 2014).
Chapter 14: “Social Skills Training”
Chapter 14 introduces you to many social skills programs that can be used in the classroom and, more importantly for our focus in Unit 9, in a School-Wide Positive Behavior Support (SWPBS) program. Increasing students’ social skills – and social competencies, has proven to improve “students’ problem-solving skills, interaction skills, and cooperation skills” (Shepherd & Linn, 2014, p. 287).
500 words min. NO PLAGIARISM. References and citations required.
Textbook reference: Shepherd, L., T. and Linn, D. (2014). Behavior and Classroom Management in the Multicultural Classroom. Sage publications.