Positive Behavior Supports in the Classroom
Return to: ETAP 623 Fall 2018 | Positive Behavior Supports in the Classroom
About Samantha Massaro
As a second year teacher in a Title I, High needs school, working with students with high functioning Autism, I continue to work on my best practices using a variety of curriculums to best suit the needs of my students. I work diligently with Speech Language Pathologists, Psychologists, and many other school support staff to ensure the needs of my students. Educators will learn how to create a classroom that integrates both Project Based Learning strategies and students with Autism. This will allow educators to get a better idea of how to educate their students who are on and not on the spectrum. In this course, educators will be encouraged to think critically, and assess their students needs and abilities across many genres. One goal of this course is to help educators explore a new innovative way to run their Special Education class. The second goal is for educators to put their practice to use and incorporate this method of PBIS successfully in their classroom. The third goal is to train the educators how to properly educate their students while thinking creatively.
Topic/ Purpose
Throughout this field of education, positive behavior supports theory and practices have grown rapidly over the past decade as a promising practice to address difficult behaviors both in and out of class. As we continue to move further into the transition of positive behavior supports, and positive reward system, educators need to be aware of how this groundbreaking technique will begin to shape the vision of education, behavior management skills, and the importance of positive behavior supports. The purpose of this mini course is to provide teachers and parents with the tools to help them foster a class of students that respond well to a PBIS system, and the various strategies needed. The strategies in this mini-course can be integrated into any classroom to provide a safe, and functional place to learn.
At the end of this course, participants will answer and reflect on the following questions: Educators will begin to learn how to create a classroom that integrates both Project Based Learning strategies and students with Autism. This will allow educators to get a better idea of how to educate their students who are on and not on the spectrum. In this course, educators will be encouraged to think critically, and assess their students needs and abilities across many genres.
1. How can I help other educators explore a new innovative way to run their Inclusive Special Education class?
2. How can I effectively teach Positive Behavior Supports to put their practice to use and incorporate this method of PBL successfully in their classroom?
3. How can I as an educator, properly educate their students while thinking creatively, and thinking rationally?
Needs Assessment
1. Instructional Problem:
Educators, parents and teachers can barely read the news or listen to the news these days without hearing someone or something being tied back to Autism, usually we have been seeing that many students, both with and without a diagnosis of Autism. Educators are pushing for a more positive, and collaborative approach that allows students to have a plan for challenging behaviors. When we look deeper into PBIS, we see that it is a support that is a worthy idea that allows students to still create a positive quality and uprise, while making our classroom environment successful for out students to be supported and encouraged. This will contribute to the result of creating a supportive environment while being able to constructively, reduce challenging behaviors. The need for Positive Behavior and a positive classroom environment is so crucial, especially within elementary schools. The effectiveness of PBS systems have been well researched, and documented as successful. As we look closely into Positive Behavior Systems, it modifies the way in which teachers interact with students and how children respond to problematic behaviors. The ultimate goal of Positive Reinforcement Systems is always to take advantage of the power of positive reinforcement, while allowing students to continue replacing the challenging behavior with a more desired behavior. (Cohen,2013,p.48)
2. Intended Setting
This course is meant to be used as a resource and reflective opportunity for participants to continue their practices in a classroom setting or school building. In addition, parents can use these techniques to then transfer to their homes for additional support.Pat of this course will require the use of collaborative discussions online, therefore both adequate knowledge of autism and technology would be beneficial for participants.
3. Participants
This course is designed for all educators, and parents with students whom have a diagnosis of Autism.It provides deep understanding and transfer of real wold application, while providing encironemnts with tools to meet the needs of each student.
4. Intended Change
At the completion of this course, participants will have adequate tools needed to help students be successful both inside and outside of the classroom. These strategies can be implemented into daily instructional plans and can be immediately implemented in the classroom. This course should encourage educations to continue the process of supporting children with Autism.
Performance Objectives
At the conclusion of this mini course
Given informational supports, students will be able to define Autism and various Positive Behavior Supports and it's importance.
Given a discussion, and collaborative opportunities, students will discuss participants teaching practices, classroom management skills and make modifications to meet the needs of all students in an inclusive environment.
Given various helpful resources, students will use strategies and support tools to support children of all needs in the K-5 Setting.
Given an outline, students will create resources for parents, colleagues and students to better understand Autism and PBIS systems.
At the conclusion, participants will design a PBIS system that is successful and cohesive to an inclusive classroom setting in the K-5 grades.
Task Analysis
1. Unit 1 Goals
Long Term Goal: Teachers will understand the importance of Autism, the Positive Behavior Support approach, and create their own support and then implement it in their classrooms or home.
Short Term/Enabling Goals: Teachers will understand how various approaches to discipline can change the outcomes of the desirable behavior that is being targeted. Teachers will evaluate their best practices in order to create the best positive behavior support that meets the needs of their students. Teachers will construct a plan to help them implement the information from the mini course into their own classrooms.
2. Knowledge, Attitudes, Our Approach,
Knowledge:
-internet navigation
-what Autism is and why we need to be so aware of the prevalence in our classrooms.
-procedures for writing responses/ reflections to questions
-being able to collaborate with other students in this course
Attitudes
-Choose to spend with the course materials, becoming familiar with them, as well as their own best teaching practices.
-Choose to provide quality responses in reflections along with next steps that allow for positive trial and error.
-Choose to provide quality feedback to peers while being aware of a social, and collaborative learning community.
3. Pedagogical Approach and Teaching Approach
Modules 1 and 2: The Instructor will use a Connectivist Approach for the first two modules. With this being said, students are to utilize various computer softwares. Students will work in collaborative discussion circles to evaluate various strategies while referring to the texts assigned. Students will utilize information, think critically and become familiar with ASD(Autism Spectrum Disorder) and various ways to prevent undesired behaviors from occurring, and lessening the frequency of the undesired behaviors that have already started.
Module 3: The Instructor will use a Constructivist Approach: Participants will use what they've learned to create a plan of implementation and a reflection process
Curriculum Map
