Positive behavior support world-wide in schools

Minimum of 350 words with references from : Shepard, T. & Linn, D. (2015). Behavior and classroom management in the multicultural classroom: Proactive, active, and reactive strategies. Thousand Oaks, CA: Sage. Please answer all questions.

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