Edu 602 Personal Position Paper

A school’s Behavior Matrix can create a school climate that reinforces good behavior, a positive and safe environment, encourages responsibility of actions, builds positive relationships, ensues high expectations, and builds community (Muscott, Mann & LeBrun, 2008). The consistency of responses, consequences, and rewards will create an atmosphere that promotes positive behavior and discourages negative behaviors. The strategies set forth by the Behavioral Matrix are set up for the entire school population focusing on the students that do not necessarily have behavioral issues. It is mainly for the purpose of increasing student achievement, discourage problematic behaviors, and increase positive interactions throughout the school environment (Bradshaw & Pas, 2011). Therefore, the goal of a Behavioral Matrix is in fact to strengthen positive behaviors that are already in place and give a consistent disciplinary action guideline to move those individual that commit negative infractions towards positive direction. Positive Behavior Support systems are set up to acknowledge the good that students accomplish, and does not allow infractions to define who they are and allows for them to reinstatement the good

According to the Satisfactory Progress and Professional Conduct policy, professionalism is expected from ASU students in all settings, including clinical field experience, PreK-12 school-related and university settings. For Patricia to exhibit professionalism in the university setting, she should engage in clearly and respectfully communicate with all contacts, participate in conversation in an equitable manner, articulate ideas coherently, maintain appropriate confidentiality, and accept responsibility for her actions along with the consequences. If Patricia can deliberately alter her behavior to meet the Professional Conduct policy standards, she will likely be able to combat her instructor’s concerns of unprofessionalism.

Simonsen, B., Britton, L., & Young, D. (2009). School-Wide Positive Behavior Support in an Alternative School Setting: A Case Study. Journal of Positive Behavior Interventions, 180-191.

In the past Applied Behavior Analysis and Positive Behavior Supports has been viewed as simultaneous terms where behaviors are a concern; these evidenced based practices are different entities when evaluating behaviors in the classroom. The commonalities among the group of literatures determined that Applied Behavior Analysis and Positive Behavior Support has been the focus in education through the No Child Left Behind Act (2004) by identifying students with at-risk behaviors. For example, both models consider the use of direct observations as the means to formulate interventions, develops the common goal of reducing behaviors through functional assessments, and evaluate behaviors under evaluation through single research designs (). Although, Positive Behavior Support and Applied Behavior Analysis has been evaluated as under the same conditions; there are differences among the literatures that suggest a controversy in the classroom setting. Applied behavior analysis is deemed as observable and measurable as to gain the reasoning behind behavior issues through clinical assess, and uses the formulation of data to determine appropriate intervention to obtain generality and in different situations. This is quite different from the views of Positive Behavior Support as literatures examines the evidence-based practice as in the natural environment, reduction of data-driven approach, and is likely used for the group approach as in a school setting.

2. Distinguish between accounting profit, economic profit, and normal profit. Does accounting profit or economic profit determine how entrepreneurs allocate resources between different business ventures? Explain.

Student becomes very argumentative and disrespectful when told to sit or enter the building without pushing others and throwing his book bag. He may push others around verbally or physically. He makes inappropriate verbal gestures and exhibited a bad temper, foul mouth and throws tantrums when he does not get his way. The verbalization of threats, name-calling and intimidation of other students, on duty staff members, and teachers tends to escalate more and more every day. The on duty staff members and teachers continue to remind him about the consequences of this actions, concerning touching others, hurting others, bullying and bothering others students, entering the school by running and pushing others, staying and remaining in the designated

As number of firms in the industry keeps increasing, greater competition force firms to earn more market share, innovate substitutes, produce differentiate products and be cost leadership to keep or improve their position in the industry. For example, some of the products of Billabong and Quiksilver are similar, consumer will choose to buy the one with lower price if they have similar function, or buy the one with higher price if the product is different from others. Thus, a firm could run well if it has different products and lower cost compared with rivals.

A “problem behavior” is any behavior that disrupts learning in the class or poses a threat to the student or any student’s physical, emotional, or mental well-being. Such a behavior can manifest in the classroom physically and/or verbally. Behaviors should be addressed based on severity with immediate threats to any student’s physical safety attended to right away. Following the Positive Behavior Support Plan, students’ behaviors should be addressed on first on Tier 1, a universal level with standard classroom rules and consequences to address all students behaviors, and if behavior is not addressed with universally support, provide more comprehensive support under Tier 2 including reevaluating classroom management and content to ensure appropriateness for the student’s developmental and skill level. If a student’s behavior is not extinguished or improved through Tiers 1&2 intervention, extensive individualized support is provided under Tier 3 in which an Individualized Education Plan is created and a Functional Behavioral Assessment is conducted.

I have worked in school districts for the past two years that practice PBIS, Positive Behavioral Interventions and Supports, and am very comfortable with this approach to classroom management. I am familiar with the legal, ethical, and practical obligations of the classroom, and practice respect in my classroom. In fact, the number one “norm,” as I do not refer to them as rules, in my own classroom is respect. I teach students to respect their world: community, environment, those around them, and themselves. Through this main norm, student behavior in regard to action, word, and thought are shaped by their reminder to always think about how they treat others, and how they treat themselves—how they view the world, and how the world sees them.

I have twin three-year-old boys in my classroom this year. They have class three times a week for four hours each day. Furthermore, the boys’ have limited language skills; they have a vocabulary of four words. They receive speech therapy once a week for a half hour each. Additionally, they have had a difficult time playing with each other as well as their peers. Moreover, the twins’ lack the ability to communicate effectively with their parents, teachers and peers. Both boys have an IFSP, which also qualifies them for an hour visit each from an occupational therapist that works with them on

As alluded to in the previous section, professionalism and what it is that technically constitutes a ‘profession’ as opposed to merely an occupation, and what it means to be ‘professional’ has long been in debate. Millerson (1964) compiled a list of characteristics that members of a ‘profession’ should have – these included skills based on theoretical knowledge, education and training, a code of professional conduct and a powerful professional organisation. On this basis, Avis (2006) contends that teachers have never been professionals, merely paid workers. He compares teaching with the

(2011), Thirty one percent of the teachers in the GREAT intervention report that while the certified officers where teaching the GREAT lessons, they use that time to grade school work or prepare future class lessons. Also, some of the teachers ignore the student’s misbehavior, leave the classroom for breaks, and use the time to speak to students about non-GREAT topics. In addition, one of the component of the GREAT program encourages teachers to reinforce some of the intervention’s content during regular school hours, but eighty four percent do not do so (Esbense et al., 2011). The classes that do not have teachers involved are more likely to lead to some issues with time and class management. It was noted that a small percentage of GREAT instructors are forced to eliminate some context of the weekly lessons due to lack of time, which was directly related with students misbehaving (Esbense et al., 2011). These obstacles that the GREAT instructors face do not hinder the effectiveness of this particular

Whichever way the company decides to choose to grow, and whichever strategy they choose to use, it is ultimately the owner who will take on the stress of all the issues and concerns associated with the expansion and it will be their responsibility to ensure a smooth transition. Growing an organization does not simply mean facing the same issues on a bigger scale; it means adjusting and understanding new adversities of a different business (Nelton, 1998).

The purpose of this project is to analyze the components of an effective Positive Behavior Support Plan and the effect a positive behavior support plan has on student behavior and academic achievement when compared to those students who are considered high risk and not have a behavior support plan in place. The goal is to help the students monitor their own behavior, increase their academic achievement and eliminate the possibility of an involuntary transfer to an alternative education setting such as continuation high school.

In class earning a reward was an outstanding attachment to a young child because it meant that they were being recognized for completing a task correctly. The article defines rewards as being systemically involved in classroom management programs. However, Kohn presented information stating that rewards aren’t necessary because they could damage relationships and doesn’t address the reason for misbehavior. In order to begin the process certain areas generally need to be altered such as constituting emotional intelligence (see Salovey, Mayer, Goldman, Turvey, & Palfai, 1995) which often requires the involvement of a professional development activity.