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ESE 691 Week 5 DQ 2 Positive Behavior .pdf

Original filename: ESE 691 Week 5 DQ 2 Positive Behavior.pdf
Author: Naresh

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ESE 691 Week 5 DQ 2 Positive Behavior
Intervention and Support (PBIS)

Check this A+ tutorial guideline at

Review Positive Behavioral Interventions & Supports and Positive Behavior
Support Plan (Essential Elements).
Positive behavioral intervention and support (PBIS) can either be individually
based or school wide (SWPBIS), and in many cases both. The whole school can
have a behavior intervention plan that involves system-wide positive rewards
for following the school’s code of conduct and consistent negative
reinforcement for code violations. Individually based behavior plans are
dependent on the student’s unique target behavior and what the student finds
as a motivator. The main goal of either a school-wide or individual-based PBIS is
to teach students to generalize positive behaviors in the “real world” without
adult support or external rewards.
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.
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 longterm goal (at the conclusion of 6 months)? How will you teach him to generalize
this goal?

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