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Positive Behavior SupportQuestions to Ask When Considering a Positive Behavior Support Classroom:Do the supplementary aids and services, accommodations and modifications reflect the needs of the student? What steps has the CST taken to review and adapt these based on the student's current performance? How long were those adaptations attempted and with what result?Have procedures for positive relationship building been established? Does the student have a preferred adult?Have specific target behaviors (lagging skills) been identified for the student?Did the team conduct a functional behavioral assessment and a related behavior intervention plan (BIP)? If the current plan has not been successful, what has the team done to ensure the interventions meet the needs identified by the function or that the function of the student’s behavior has not changed? If the student's needs are not being met, what has the team done to adapt the plan given their understanding of the students' needs?Has the Child Study Team been actively involved in continual problem-solving using evidence-based interventions in order to address the behaviors over an extended period of time as shown by data? Have campus support been included in these discussions?Have school wide behavioral supports and those identified through the development of the BIP been implemented with integrity and fidelity across environments as shown by data? Does the student require support outside of the general education setting for more than half of the day as shown by data?Is the behavior of concern occurring at a high frequency or an extended duration over time as shown by data?Has the team found academic and behavioral success but it is unsustainable in the current environment as shown by data? What would it take to sustain this success? Would it take additional resources to sustain this success?Has a Tier 3 Behavior Specialist been involved?Has your Campus Support person been involved?Who should be served in Positive Behavior Support Classrooms?Students with behaviors that are considered significantly different from same age peers given the setting and circumstances in which they occur.Students that require specially designed programming in order to engage in academic tasks and comply with general conduct requirements in a general education setting.Students whose behavior, even with adequate interventions used with fidelity, interferes with their learning or others.Students who are able to progress in grade level state standards; however, intensive behavior supports and methods must be employed to motivate and help compensate for the target skills identified in the BIP. Typically, students identified as having severe emotional disturbance as a primary or secondary label and who’s IEP identified that the student would benefit from the high structure and supports offered in a PBS setting. Characteristics of a Positive Behavior Support Classroom:Provides instruction in developing coping strategies for situations that trigger escalating negative behavior. Students will continue to work on academic goals while receiving direct instruction in behavior and emotional regulation skills. Teaches students to persevere through non-preferred activities and/or to learn to negotiate appropriately for choices he/she finds more tolerable.Behavior Intervention Plans (BIP) are implemented to ensure that the educational demands and staff expectations are consistent and clearly communicated to the student.Incorporates systems of interventions that increase motivation and positive behaviors. Staff members are trained to respond to students who are resisting expectations and behaving in an unsafe or counterproductive manner.Staff members receive ongoing training on current research-based behavioral strategies for the success of each student.Staff members work to foster a trusting relationship with students, parents, and building staff.Provides a smaller classroom setting with fewer students.Building staff identified to respond for Crisis Intervention when needed (ie. Behavior para, CST, Administrative Liaisons).Students will have access to non-exceptional peers.Environment offers a designated calm down area/space inside and outside of the classroom.Staff is trained in district approved de-escalation strategies, such as non-violent crisis intervention.Training and Educational Philosophy Employed by Staff in PBS Classrooms:Staff acknowledge that explicit instruction is required to help the student gain control of his/her behaviors.Staff acknowledge the student engages in behaviors to fill an unmet need and will work to identify replacement behaviors.Staff acknowledge that all instruction needs to be during times when the student is emotionally regulated.Staff members acknowledge that program effectiveness is dependent upon relationships and are committed to connecting emotionally with each student.Staff members have formalized training in evidence-based practices (e.g. de-escalation strategies, physical behavior management, trauma informed care, social skills training) in order to teach instructional control behaviors. Base Building ResponsibilitiesSince the goal of a PBS program is for students to get specific instruction for identified target behaviors so that he/she is able to be successful in their base building, the sending team will be expected to remain an active part of their education. As a result of this goal:An identified staff member from the student’s base school is expected to be included in future IEP meetings. This person will be identified in the assignment request paperwork by the sending school. Staff members from the student's base school are expected to have quarterly contact with the student (email, letter, visit, etc.)IEPs must clearly identify the behaviors that are making it difficult for students to succeed in base building and identify what replacement behaviors need to occur so students can be successfully integrated back into their base school. Any materials or resources currently utilized with students will transfer to the receiving PBS program (i.e. visuals, behavior charts, staff allocations, incentive items). ................
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