BIST (Behavior Intervention Support Team)

BIST is a researched-based behavior management plan that partners adults with students to help them manage disruptive or hurtful behavior over time. The mission of BIST is to help teachers, administrators, parents, and students learn techniques to effect positive change and create a healthy learning environment for all students.
This article discussed how to implement this program. It provides an alternative to transitional discipline as well as allows students to be accountable for their actions. I appreciated the training that is provided with this technique where the videos were extremely helpful in dealing with a variety of difficult students. I also liked how the entire school has to be a part of this intervention as well as parents.
If I were to use this intervention, I would make sure I had access to another room which I would utilize as a buddy room. This room would serve a time out room for a student exhibiting negative behavior. I would post the rules and expectations, so students will know the consequences for displaying negative behavior and be held accountable for their actions.

http://www.bist.org/index.html
Tiffany

Functional Behavioral Assessment, Behavioral Intervention Plans and Positive Intervention and Support in Virginia

This article discussed the steps to completing a Functional Behavioral Assessment as well as describing the importance of completing a FBA. It also talks about how to implement the behavioral plan and how to utilize positive intervention in the classroom. This particular school uses the school wide intervention and discusses programs success. A contact number was provided if people had questions.

Tiffany


Using social stories have been used in the past to teach students with autism social interaction for many years. Using these tools to help all students especially those with emotional and behavior issues is a great idea. Showing students appropriate interactions through stories with pictures can enable them to practice what they are reading in every day situations. This site gives advice on how to write social stories to convey expectations to students.
http://challengingbehavior.org/explore/pbs_docs/social_story_tips.pdf
Kevin
This power point describes interventions to use in the classroom when developing PBS. The first step is to identify behaviors and setup classroom rules and procedures to address concerns that may arise in the classroom. This power point utilizes the information learned in our learning resources during this course. It is a great way to share with others what PBS are and what they can look like. Other topics include teacher positive behaviors and providing choices.
http://www.modelprogram.com/images/PPTInterventions4Miners.pdf

Kevin





Greene, R. (October 2010) Calling all frequent flyers. Educational Leadership,68(2), 28-34.

The author explains a great intervention for challenging students. The article explains reasons as to why challenging students are challenging. The author believes students are challenging because they lack the skills they need to not be challenging. He explains how detentions and suspensions are not working. If they were the students would not continue to be challenging. The author goes on to explain how these students truly want to behave, but just can not. His suggestion is to have the teachers, administrators, and students work together to solve the problem. The author suggests three steps for solving the problem. Step one is to have empathy, step two is define the problem, and step three is to brainstorm solutions. The article goes on to explain how to complete each step and an example of each step being used. The author also provides a tool to assess the lagging skills and unsolved problems.
- Jennifer



I never was involved with FBA’s or PBS’s until I took this class. The social worker and behavior intervention specialist conduct much of the work at my place of employment; however, since the beginning of this class I have learned the process of FBA’s and PBS’s. In addition, I have learned strategies that are effective in the classroom with students and that I can use to become a stronger professional. The link I have attached to this paragraph provides so much detail in regards to FBA’s, PBS’s, and research base strategies that work. The information provides research in regards to young children’s challenging behavior. I teach high school students with behaviors that are very common to young children and I found this information could help me better serve my students with behavior challenges decrease their behavior. The multi-component interventions over time can develop a long lasting increase in favor of social skills while reducing behaviors.


Prevention and Intervention with young children's challenging behavior: Perspectives regarding current knowledge

Ernie




Guskey, T. (October, 2010). Lessons of mastery learning. Educational Leadership, 68(2), 52-57.

The author first describes and explains Bloom’s mastery learning strategy. He then proceeds to discuss how this strategy has evolved and improved for the last 40 years. The strategy has been known to show higher levels of achievement and more confidence in students. I especially like that the strategy has a plan for all students, the ones who need some remediation and those that have already mastered a concept. With this strategy each student takes a pre-assessment to determine what they already know. The teacher then gives instruction based on the results of the assessment. Throughout the instruction the students would have formative assessments. For those still struggling corrective instruction is given to the students. For students who are successful and do not require corrective instruction the teachers would provide enrichment activities. The article goes on about exactly how to implement this strategy into the classroom. It also describes how the strategy has changed and improved over the years.
- Jennifer



The attached link provides lots of information in regards to Least Restrictive Behavior Interventions (LRBI). The information is from the state of Utah and is a link worth down loading for future resource use. Not only does it provide evidence-based interventions for use with students, but shows examples of how teachers can model through different behaviors of students in the classroom or on campus. The link provides differentiated reinforcement, an area that I need to improve on, such as positive reinforcement. Please review the data, as there is plenty.
Least Restrict Behavior Interventions

Ernie


This website is a great resource because it provides information on different populations of Positive Behavior Support and different settings as well. The website gives information for the populations of Adults with Developmental Disabilities, Autism Spectrum Disorder, Children with Developmental Disabilities, Early Childhood, Emotional and Behavioral Disorders, Families and Positive Behavior Support, Psychological Issues and Mental Health, Schools and Districts, State-wide Planning, and Traumatic Brain Injury. Each section has a description of how Positive Behavior Support relates to each topic, references related to the topic, and links to to the topic. I felt this website is useful because it has ways to associate Positive Behavior Supports with many of the learning disabilities and issues we run into daily as teachers.

http://www.apbs.org/new_apbs/pbsInfo.aspx

Rebekah


This article gives the definition of a Functional Behavior Assessment. The author describes each step of the Functional Behavior Assessment, define the problem, devise a plan to collect data, compare and analyze the data, formulation the hypothesis, develop and implement a behavior intervention plan, monitor the plan, variations of the technique, potential problems and solutions, and getting ready. Each section describes how to do each step and gives examples. The article is direct and to the point and uses words that all parties involved in the Functional Behavior Assessment would understand.
http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Functional.pdf
Rebekah




This article discusses two evidence-based interventions, teacher praise and opportunities to respond. The author discusses the two strategies, as research has shown that both strategies “increase appropriate student behaviors and decrease inappropriate behaviors” (Moore, Robertson, Maggin, Oliver, & Wheby, 2010, p. 173). Teacher praise, particularly praise that is specific and contingent on appropriate behaviors is a simple and cost-effective method to help in working on student behaviors. Opportunities to respond, or increased opportunities to respond, allow students more opportunities to come into contact with teacher praise. Strategies to increase teacher praise and opportunities to respond are discussed including teacher self-monitoring of verbal praise and use of individual response cards to elicit responses from all students more frequently.


Partin, T., Robertson, R., Maggin, D., Oliver, R., & Wehby, J. (2010). Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior. Preventing School Failure, 54(3), 172-178. Retrieved from Academic Search Complete database.
~Taeja


An evidence-based intervention, self-monitoring, is discussed. The author discusses several types of self-management systems including self-monitoring, goal setting, and self-instruction, among others. The population of students for which the strategies were designed is discussed as well as the benefits of using self-management techniques for both the student and teacher. Finally, the author presents step-by-step instructions for implementing self-management techniques within the classroom.



Rafferty, L. (2010). Step-by-Step: Teaching Students to Self-Monitor. TEACHING Exceptional Children,43(2-), 50-58. Retrieved from ERIC database.
~Taeja