Positive behavior support, as well as a system of positive behavioral intervention and support, is a working framework for the functional assessment of difficult student behavior and the adjustment of learning conditions as a solution [1] .
Maintaining positive behavior is more a structure than a specific curriculum, intervention or practice. It is a focused approach that determines the selection, integration and implementation of the best informed academic and behavioral measures that can improve academic results and overcome the behavioral problems of all students. The implementation of maintaining positive behavior consists in measuring and analyzing data on student performance and behavior, testing scientifically-based support measures and introducing them into school practice [2] .
Content
- 1 Structure for maintaining positive behavior
- 2 Application of maintaining positive behavior
- 3 notes
- 4 See also
Positive Behavior Framework
General principles for maintaining positive behavior [3] :
- Understanding that people (including parents and educators) cannot fully control other people
- Confidence that every problem behavior has a reason
- The application of what we know and the change in what we do (that is, reliance on evidence-based methods)
- Avoiding punishment and unpleasant consequences for unwanted behavior
Maintaining desired behavior is a proactive approach: instead of responding to inappropriate behavior with penalties after it manifests itself, the expected behavior is systematically taught and regularly directly reinforced [4] .
Levels of introducing a system of interventions and maintaining desired behavior in schools [4] :
- Expected changes in school and / or class behaviors describing consistent behavioral consequences.
- Behavioral interventions aimed at specific groups of children who need additional help.
- Individual behavioral interventions aimed at students who require intensive additional help.
Applying Positive Behavior
The system of interventions and maintaining desired behavior is a popular method of behavioral correction in the USA; it is the only one mentioned in the Education for Persons with Disabilities Act (2004) [1] . It is used in the process of inclusion of children with autism spectrum disorders [4] and ADHD [2] , as well as to improve student performance in general [1] and to develop standards for behavior correction and disciplinary action in schools [5]
Notes
- β 1 2 3 Vargas J. Analysis of student activity. Methodology for improving school performance. - M .: Operarant, 2015.
- β 1 2 Hyell E., Fock E. Interventions to Support Positive Behavior of Students with Special Needs and Attention Deficit Hyperactivity Disorder: Literature Review Russian-American Education Forum: e-zine. - 2013. - No. 5 (4).
- β Taylor K. Using behavioral strategies and an approach based on ideas of sensory integration for children with autism spectrum disorders. - University of NM, CDD, Autism Program
- β 1 2 3 Leach D. Applied behavior analysis. Inclusion techniques for students with ASD. - M .: Operarant, 2015.
- β Citywide standards for behavior correction and disciplinary action. Disciplinary code and bill of rights and obligations of students in grades K-12. New York City: Department of Education . Effective September 2013
See also
Applied Behavior Analysis
Inclusive education