School Wide Positive Behavioral Intervention and Supports
View the presentation, School-Wide Positive Behavior Support: Getting Started.
For this assignment, your school principal has asked for your assistance in creating a School-Wide Positive Behavioral Intervention and Supports (SWPBIS) system. Choose a school level (elementary, middle, or high school) to create a SWPBIS plan. Use the information found in the presentation provided as your foundation.
Your plan must include:
- Rationale and features.
- Describe what will be included in the plan. For example:
- Discipline
- School safety
- Attendance
- Character education
- School spirit
- Describe what will be included in the plan. For example:
- Implementation.
- Discuss how you will implement this practice.
- Discuss how will you inform students and keep it enforced. For example:
- Any teacher can hand out a ticket
- Tickets can only be given out during certain times of the day
- Student’s name must immediately be written on the ticket
- Rewards.
- State who will be in charge of administering the rewards.
- Describe the kinds of rewards you will offer the students, and how often will they be administered. For example:
- Students will collect tickets from any teacher when they are caught doing something good. At the end of the semester, there will be a “price” guide where the tickets can be traded
- Students will be acknowledged each semester for things like perfect attendance, good citizenship, and service to the school and community
- Peer nominations for specific awards
You will create a presentation using Prezi or PowerPoint. Your SWPBIS plan must be 10 to 15 slides in length, with a title slide, an introduction slide, and a reference slide. Your plan should also be formatted according to APA guidelines, as outlined in the Ashford Writing Center. Be sure to use at least three scholarly sources in addition to the textbook.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
In Ashford courses, there are two different ways to submit assignments for grading. Depending on the system the course utilizes, assignments will either be submitted via the classroom Assignment Basket or Waypoint .
| Waypoint Assignment Submission |
The assignments in this course will be submitted to Waypoint. Please refer to the instructions below to submit your assignment.
- Click on the Assignment Submission button above. The Waypoint “Student Dashboard” will appear.
- Browse for your assignment.
- Click Upload.
- Confirm that your assignment was successfully submitted by viewing the appropriate week’s assignment tab in Waypoint, or clicking on Check Assignment Status within the Meet Your Instructor unit in the left navigation panel.
For more detailed instructions, refer to the Waypoint Tutorial.
More Information
This is W3 assignment I’m getting lower score for my assignment. Can you please have look at review and see what we can fix . My grade is 88.5 I need turn to 90 or 92 end of W6. W5 assignment we can turn it around. Thanks
View markup for ESE 691 W3 Behavior Management in the Classroom (Assignment).d
Please click on the link below to see my feedback
Did you–
- Identify the independent variable (IV) and dependent variable (DV) from the case study Level C, Case 2? Yes
(1) “A target behavior is the behavior targeted for observation, measurement, and assessment and/or modification.” (Zirpoli, T. J., 2016, p.16)
Zirpoli, T. J. (2016). Behavior management: Positive applications for teachers (6th ed.). Upper Saddle River, N.J.: Pearson.
(2) The targeted or baseline behavior (dependent variable, or DV), is the behavior that is observed without the intervention. The dependent variable, or baseline behavior, is what changes as a result of the independent variable, or intervention.
Wasson, J. B. (n.d.). Single-subject design. Retrieved from http://www.practicalpress.net/updatenov05/SingleSu…
Bicard, S. C. & Bicard, D. F. (n.d.). Measuring behavior. The Iris Center. Retrieved from http://iris.peabody.vanderbilt.edu/case_studies/IC…, p. 16
(3) The treatment or the intervention is the Independent Variable, or IV.
b. Identify the behavior that needs to be changed or treated? Yes
c. Specify the behavior as clearly as possible in order for it to be reliably measured? Yes
- Explain how you can create a single-subject design for this student? No
“Single subject designs demonstrate experimental control and interventional effects.”(Zirpoli, p.182)
Now that we have our target behavior or dependent variable and independent variable we must identify the baseline for this behavior. This allows the behavior to be measured in natural conditions before the intervention is implemented and is referred to as condition A in the actual AB designs (Zirpoli, 2016, pg. 184). When calculating for the baseline data, or A, there must be a distinctive trend in the behavior. There will variability and fluctuation within our calculations in reaching the mean of the collected occurrences Rachel calls out. Once the baseline data (A) has been calculated, graphed and recorded then begins the implementation of the independent variable or B. We repeat the same strategies in data collection as we did with the dependant variable. Once again the data is calculated, graphed, and this time compared with the information gathered from A or baseline. By comparing the two charts, we should be able to see whether or not the intervention of B was successful.
When creating an ABA design, things get to be a tiny bit more complicated because it includes one more step or control phase. This design is setup and beginning the same way an AB design begins. Once the data has been both collected and calculated for A and B of this design, Rachel will be able to return to her original assigned seat or as Zirpoli states the baseline is reintroduced (Zirpoli, 2016, pg. 187). When the dependent variable is reintroduced we as educators are able to determine whether or not the experimental control or change in seating had anything to do with Rachel’s success in raising her hand and not calling out.
- Did you use key vocabulary words as part of your description? Yes
- Discuss how to read data collection charts to determine if your design is effectively managing the targeted behavior? Yes
Event recording can be used if the goal is to increase or decrease how often the behavior(s) occur (Special Connections, n.d.)
Bicard, S. C. & Bicard, D. F. (n.d.). Measuring behavior. The Iris Center. Retrieved from http://iris.peabody.vanderbilt.edu/case_studies/ICS-014.pdf. P.16.
Interval recording can be used if the goal is to increase time-on-task between talking and writing notes
During reading and comprehension activities, Rachel blurts out the answers to questions without waiting to be called upon.
This behavior lends itself to event recording, as there are distinct behaviors that can be counted (blurting out).
Rachel is writing notes and talking to friends during reading and comprehension activities.
This behavior lends itself to interval recording, as there is not a clear beginning and ending. In the chart, Rachel continued talking and writing notes for 50 seconds out of the 60 second interval.
In previous weeks I provided this chart below to help determine which data collection strategy to use in order to determine if your choice is effectively managing the targeted behavior. Event recording is the best option for Rachel’s blurting out. Interval recording is the best option for Rachel’s constant talking and writing notes.
| Type | Description | When to Use | Advantages | Disadvantages | Examples |
| EVENT RECORDING | An observer makes a tally mark or documents in some way each time a student engages in a target behavior | When the behavior that you are looking at can be easily counted, but not at such a high rate that it is hard to document. | Easy to do | Not as helpful if the behavior occurs at a really high rate or occurs over extended periods of time | Leaves seat, blurts out |
| DURATION RECORDING | Record the amount of time a student engages in a behavior | When a behavior occurs at a high rate or occurs over extended periods of time | Tells duration and the frequency since you record each event | Need a stopwatch or other way of recording time. Need an outside observer. | Tantrums, sleeping, screaming, working on an assignment, interacting with peers |
| LATENCY RECORDING | Record how long it takes for a behavior to begin following a specific verbal command or event | When a behavior has a clear beginning so that you can tell exactly when the behavior starts | Tells you how long it takes for a behavior to begin | Need a stopwatch or other way of recording time. Need an outside observer. | Compliance issues for example, how long did it take when prompted to begin working, preparing for class activities, or returning to class after lunch. |
| INTERVAL RECORDING | Record when a behavior occurs within a given time interval | When a behavior appears continuous (e.g., talking with peers) | Help identify patterns of behavior. | Need an outside observer; Provides an estimate; Requires undivided attention | Constantly talking in a manner that is not easy to distinguish separate incidents |
g. Describe at least three short-term, measurable goals, and one long-term, measurable goal using the data collected in the study to design an ABA change format for Rachel?No
A measurable goal is one that has an ending (November 2016). This means the teacher must figure a way to decrease Rachel’s blurting out to 5 out of 10 times. In order to do this, there must be a baseline of the number of times Rachel does blurt out. The teacher (or aide) would chart the number of times she does blurt out in 10 minutes, 30 minutes, 1 hour, or one day, according to the severity, and then plan on a strategy to meet this goal. This could be accomplished by either event or interval recording.
This is a measurable goal: “By November 2016, Rachel will decrease the number of times she blurts out answers to questions when not being called upon by the teacher by 50%.
A second measurable goal is “By February 2017 Rachel will decrease the number of times she blurts out answers to questions when not being called upon by the teacher by 70%
A long term goal is “By June 2017 Rachel will decrease the number of times she blurts out answers to questions when not being called upon by the teacher by 95%
- Use at least one scholarly source in addition to the textbook and the sources already provided? Yes
- Your paper is at least 2-3 pages excluding the title page and reference page? Yes
- Write a paper that is formatted according to APA style? No
- Did you include in-text citations and a corresponding reference page? Yes