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Maintain Student Engagement

Post research articles here:


Laura Bartholomew:
The following article,"What Every Teacher Should Know about Evidence Based Practices in Classroom Management" (Simonsen & Fairbanks, n.d.) succinctly delineates the five evidence based strategies for minimizing undesirable student behaviors. These practices include maximizing structure, establishing rules and procedures, engaging students in visible ways, strategies for acknowledging appropriate behaviors, and strategies for dealing with inappropriate behaviors. The article is relatively brief and would make a convenient desk reference of best practices with implementation suggestions.

What Every Teacher Should Know

The following presentation was given by Tim Kostner at the Association for Positive Behavior Support (APBS) conference in 2012. It is titled "The Nuts and Bolts of Preventative Classroom Management: PBS in the Classroom: Universal Prevention. " Kostner discusses the importance of establishing rapport and a trusting relationship with students as a component of behavior management. He stresses that effective management seeks to minimize negative feelings such as loneliness, disengagement, fear, powerlessness, etc. Kostner includes several self-monitoring charts for teachers seeking to improve their management skills.

The Nuts and Bolts



Garrett Herthum:
In the following web page “New Resources for Behavioral Support” (Tary Tobin) gives links to journal articles that discuss behavior analysis of offender and victim treatment and prevention and reports related to schools using positive methods at school-wide and individual levels. This a great resource to use when trying to understand the importance of positive behavior intervention supports. The great thing about this web page is that it gives you links to a wide range of journal articles. It also has links to school-wide reports which is great to look at because it’s factual information from schools around our country.

New Resources for Behavioral Support

Karen Hall

In Dr Bantz class, Laureate,2012 she ensure that the children are given activities to keep them engaged that meets their needs and ability level. This was a good example that I was able to use with my student. I demonstrated to him what he needs to direct the ball to another person and to control the strength of the throw. After working with him for three weeks he is throwing it less often incorrectly.
Another research I did and was able to practice with him is picture communication. Sam has a evolving timetable with a combination of words and pictures. In this past week he was able to identify the time to learn his letters by pointing to the ABC picture on his visual timetable ( after some prompts). But he is grasping the idea Mayer and Johnson, 2011. These two pieces of research I was able to use with Sam and his family and see some results.

References

Laureate Education, Inc. (Executive Producer). (2010). Preventing Behavior Problems through Classroom Management [Webcast]. Baltimore, Presenter, M .Bantz, PhD.

PBIS Vermont State Leadership Team. Retrieve April 7 2012 www.pbis.org

Shayna (Brune) Johnson:
In the following article, The Role of School Psychologists in Establishing Positive Behavior Support: Collaborating in Systems Change at the School-Wide Level, Marchant, et, al., (2009) reviews the importance of involving the school psychologist in the process of establishing and implementing Positive Behavior Supports in schools. This article reviews how a school psychologist could help: build a commitment to effective behavior support, conduct functional behavioral assessment, teach other school personnel to conduct functional behavioral assessments, build behavior support plans, and use data for ongoing decision-making.

Establishing Positive Behavior Support

Dorothea House - Robertson

The following article entitled “The School Social Work Skill Set and Positive Behavior Support: A Good Match”, Anderson-Ketchmark and Alvarez (2010) discuss the importance of integrating school social workers into School Wide Positive Behavior Support (SWPBS) systems. Social workers are able to help the SWPBS systems work smoother and more effective because they already have the skill set to be able to implement the program especially at the tier 2 and tier 3 levels. Social workers are also a good liaison between the school, family, and the community. They are able to provide the additional support families of at-risk students need to assist the school with behavior interventions. With states and school districts facing substantial budget cuts, incorporating social workers into the SWPBS systems provides additional resources without further expenses.

The School Social Work Skill Set and Positive Behavior Support.pdf