Rebecca Powers

EDF 310

Journal 9

How do you see your favorite model so far fitting into this structure? Create an outline of
how the main elements of the model you chose would fit under the umbrella of PBIS. Can
they work together?

The PBS model is the Positive Behavior Support model that is being used to prevent behavior
problems rather than reacting to them. The first tier is about primary prevention which focuses on
preventing the development and frequency of behavior problems. This is designed for a majority of the
student population who are without serious behavior problems who need classroom or school-wide
prevention. The second tier is secondary prevention which is to respond to 10 to 20 percent of students
who will require support beyond the primary level. This can include individualized behavior
management programs and targeted group interventions. The last tier is the tertiary prevention, focuses
on students who exhibit patterns of behaviors that are dangerous, highly disruptive and impede
learning. This target is for 5 to 7 percent of students and did not respond to the first two tiers.

My favorite model fitting in this structure so far is when the students all come into the
classroom knowing what is expected of them and as we progress into the school year, the students will
be more recognized for their behavior if they cannot follow all of the procedures in class. Each student
every week has the chance to earn a gold slip for good behavior throughout the week and on Fridays;
they can get their gold slip for the following week. They can bring a stuffed animal, chew gum in class or
wear a hat. There are also magnets on the whiteboard at the front of the class and if we see positive
behavior then we pull the magnet down and they could earn the chance for a second gold slip if their
number is pulled down. Now with students who cannot follow directions and another plan will be
implemented for them. As mentioned in past journals and in my shadow assignment, I had a student
who needed a behavior plan every day to allow him to self-evaluate his behavior and what needed to be
done to make improvements. We made the bulls eye chart and it was almost a game to have him match
what score we gave him for that part of the day. If he matched, he got two points. If he reached the goal
by the end of the week, then he could choose his reward or also get another gold slip. He is getting
three different opportunities to gain rewards.

These main elements can fit the PBS model because all students are coming in starting at the
primary prevention and working on preventing any problems and how they can be fixed since they are
usually minor cases. As we move up the tiers, if the students cannot allow their behavior to be fixed at
the primary level then we would look into another preventive measure to fix the behavior problems, but
if we reach the third tier then a plan must be replaced for the student to have a chance to grow and fix
what is happening which is exactly what we did for the student in my class because he needed a plan to
allow self-evaluation.

What data do you think could be collected at a classroom level to support PBIS?

The data that could be collected would be by using the clipboard system like we do in the classroom.
If we have students who keep having behavior problems, we make a note of it and it is not for the rest
 Rebecca Powers
EDF 310

of the class to know about. As we begin to see continuous students on the clipboard and if we are
constantly having to sit down and talk with them, then we need to figure out a different PBS plan for the
student if they cannot stay consistent within the tiers. We can use the clipboard to collect data and find
out what plans may need to be created for a few children or if it is a whole classroom issue that needs to
be made to support the PBIS system.