Positive Behavior Support Case Study

On the other hand, there are authors who proposed three-tiered model. It is a method that deals with challenging behaviors from school age children. The proposed three-tiered model by Walker et al. (1996), the “Positive Behavior Support” (PBS) also referred in literature as SWPBS (School-Wide Positive Behavior Supports) is a school-wide approach that contain core elements that can be achieved though variety of strategies. In this case, this kind of approach supports in shaping the behavioral aspect of every children in a school and also in establishing their social, and cultural needs so they will achieve both their social and academic success. In fact, each of the three tiers in the prevention model contains primary, secondary, and tertiary

This data sets is used to evaluate and understand their own school data profiles in order to be proactive. Moreover, this kind of data allows the school-based teams to collect, review, and analyze data from their own schools. It has a capability of understanding the building-level profiles of the students by reviewing the types of behavior that students take away from the classroom (Gorman-Smith, & Henry, 2001).

On the other hand, a system approach is very important in a school to give support in adapting and sustaining the effectiveness of school practices. Accordingly, without this approach, identifying the practices becomes limited and incomplete, as the result without the presence of this approach, the attention to school initiatives to address discipline remains episodic and short-term (Sugai, 1994 & Horner,

(Sugai et., 2000).

In addition, a school must be aware what are the appropriate approach to apply in order to reduce significant behavioral problems. According to systematic in-school behavioral disorder intervention for children, schools also must be sensible that the problem of dealing with difficult behavior includes dealing with subsequent adult responses, because it maybe worsen the situation (Landrum, 1912).

Accordingly, the students that are having behavioral problem are often unresponsive to typical management and discipline systems, they often neglect their peers and become disrespectful to teacher responses and peer rejections. Therefore, school teachers and administrators asking to place such student in more restrictive environment or settings. Compared with other categories of students with disabilities, student behavioral disorder tend to be placed in even more restrictive and segregated educational settings, and fewer than half probe to be re-integrated for all or part of their education (Dowling et al.,