Schoolwide Positive Behavior Interventions & Support (SWPBIS) is a schoolwide or school district systems change process. PBIS this is not an intervention, but a framework or an approach, which has shown a significant impact on schools who implement this process (PBIS, 2016b). Three interventions, under Tier 1, will be introduced and compared, and one intervention will be used to develop an action plan for Wayward Elementary School. The implementation of interventions has proven to be effective in increasing positive behavior in students.
Identify a salient practice issue/problem for schools as a system
In the past, schools have focused their interventions based off of problematic behaviors. Once a student exhibited misbehavior, the teacher …show more content…
Clearly define the roles and responsibilities of the SSW in treating the problem
When a student exhibits misbehavior, the teacher may try to rectify the student’s behavior on their own. If they are unable to, the school social worker will be called in. They will observe the student in the classroom, talk with any staff that are pertinent to the student’s success, and talk with the parents. An IEP may then be conducted, as well as implementing an action plan for the student.
The social worker will need to be flexible, more available to students and have a knowledge to implement PBIS. “School social workers design and implement school-based programs to promote a positive school climate among all students. They work with the entire student body to identify students in need of more intensive interventions and connect these students to additional services in the community where needed (School Social Work Association of America, 2016, para …show more content…
A challenge that have been identified when offering praise is not knowing when to appropriately give it. Also, do not give praise that’s associated with the students’ intelligence. An example would be telling a student “wow you are so smart” because they completed an assignment. Instead offer praise for the work they have done. “Wow you answered that very long question”. Another challenge is the lack of research on praise to special needs children (Dwyer, Dweck & Carlson-Jaquez, 2016). “One gap in the research on praise is that it has not been conducted with students with learning disabilities and other special needs (Dwyer, Dweck & Carlson-Jaquez,
Identify a salient practice issue/problem for schools as a system
In the past, schools have focused their interventions based off of problematic behaviors. Once a student exhibited misbehavior, the teacher …show more content…
Clearly define the roles and responsibilities of the SSW in treating the problem
When a student exhibits misbehavior, the teacher may try to rectify the student’s behavior on their own. If they are unable to, the school social worker will be called in. They will observe the student in the classroom, talk with any staff that are pertinent to the student’s success, and talk with the parents. An IEP may then be conducted, as well as implementing an action plan for the student.
The social worker will need to be flexible, more available to students and have a knowledge to implement PBIS. “School social workers design and implement school-based programs to promote a positive school climate among all students. They work with the entire student body to identify students in need of more intensive interventions and connect these students to additional services in the community where needed (School Social Work Association of America, 2016, para …show more content…
A challenge that have been identified when offering praise is not knowing when to appropriately give it. Also, do not give praise that’s associated with the students’ intelligence. An example would be telling a student “wow you are so smart” because they completed an assignment. Instead offer praise for the work they have done. “Wow you answered that very long question”. Another challenge is the lack of research on praise to special needs children (Dwyer, Dweck & Carlson-Jaquez, 2016). “One gap in the research on praise is that it has not been conducted with students with learning disabilities and other special needs (Dwyer, Dweck & Carlson-Jaquez,