Module 3: Creation and Implementation of Positive Behavior Supports
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Learning Objectives
Given an outline, students will create resources for parents, colleagues and students to better understand Autism and PBIS systems. At the conclusion of this module, participants will design a PBIS system that is successful and cohesive to an inclusive classroom setting in the K-5 grades.
Mini Lecture and Overview
Some additional Buzzwords that you may hear around the creation, implementation and any additional techniques or strategies that serve to be helpful when creating your support tool.
• Priming is very important for students with Autism because it allows them the access to material, or knowledge before something happens. For example, if there is a change in schedule, priming your student that there is no speech class today, may decrease the likelihood of a meltdown later. Priming is extremely helpful because when working with students with Autism, you often see they are very rigid in schedules and timing. Priming is key when trying to access change or material.
• Tapping into students special interests: As for any neurotypical child, having interest in the students and making them excited for school and reward systems, you will see that your connections with students becomes extremely positive..
• Multiple Means of Representation and Expression Use the UDL framework. It’s detrimental to learning to have a variety of supports and tools needed to set your students up for success.
As for expression, let students be assessed in whichever way is appropriate and reasonable. If a child feels they can draw out the math problem, rather than do the arithmetic, let the child do what they need to be successful. As educators, it is so incredibly important to allow students to work as best they can.
- Setting Classroom Routines and Rules:Successful rules are few in number, written in a positive way, and cover a number of different situations. Choosing rules is not an activity for the children -- rules are one place where a little autocracy comes into play. There should be only 3 to 6 rules, and one of them needs to be a general compliance rule, such as "Respect yourself and others. Create explicit routines to deal with important tasks like distributing paper and other resources, as well transitioning between activities and classrooms. Clarity ensures that your classroom will run smoothly. (taken from Webster)
Learning Activities
Collaborative Discussions
Use this time to begin thinking about the possible interventions and strategies in your classroom. Be sure to participate in a meaningful, cohesive and professional manner.
Guiding Questions
1. What behavior is targeted?
2. Why is this behavior being targeted?
3. How can we solve it?
4. What has been put in effect?
5. Has anything been successful in the past?
CREATE YOUR SUPPORT TOOL!!!!
Resources and References
Positive Behavior Support Articles. (n.d.). Retrieved from https://disability.publichealth.gsu.edu/initiatives/education-and-schools/positive-behavior-support-articles/
Webster, J., & Elementary Education and Secondary Social Studies. (n.d.). How Creating a Positive Environment Eliminates Discipline Problems. Retrieved from https://www.thoughtco.com/positive-behavior-support-for-classroom-success-3111098