1. Case Study: Positive Behavior Support By: Sydelle Prosopio

2. Student Overview Miguel Rivera Puerto ESLRico1-2 6th-7th gradePrevious Services Pullout method was used on him. Not accustomed to being in a classroom. 3. Oneon one session Completed work Not many tangible incentives were given Twomore students were added to the class.A change in behavior Poor behavior Instigated arguments Disengaged No longer provided work Disrespectful 4. Positive Behavior Support Implementincentives for students duringclass. In class praise Tangible/Intangible items Completed work=Candy/Chips/Cookies Good behavior=Extra computer and music time at the end of class. 5. Quantitative/Qualitative Methods Likes/Dislikesfortreats Behavior in previous school setting Parent Input Class interest Checklists Teacherbehavior observation sheet 6. Target Behavior Target Behavior 2 1 (Excellent): (Okay): Completed and turned in assignments quietly and on time. Student was very respectful and followed directionsDate2/20/20142/21/2014Target Behavior 3 (Poor):Student was not on task, responded in an inappropriate manner to redirection, and was disrespectful. Please refer to *NOTES.Staying on task, had to be redirected a few times. Student was respectful for the most part but would benefit from being more focused. 2*NOTES1 Participated and was well-behaved in class.12/22/2014 2/23/2014 2/24/20141212/25/20141222/26/2014121 7. Checklistsuccess Motivation -computer use -cookies Leader -helped peers -motivated class Learner ProudResults/Analysis 8. Discussions Positivebehavior support is effective. Not only made him a leader, but he noticed the importance of completing his work even without the incentives. There was a change within myself as well. -creating relationships -reflecting on teaching -stepping out of my comfort zone 9. References Akey, T. (2006) School context, student attitudes and behavior, and academic achievement: An exploratory analysis-Building Knowledge to Improve Social Policy, 1-36. Retrieved from http://files.eric.ed.gov/fulltext/ED489760.pdf Anderson, C., Barnes A., Campbell, A., & Rodriguez, B.- (2013)- Effects of a tier 2 intervention on classroom disruptive behavior and academic engagement, Journal of Curriculum and Instruction, 7(1), 32-54. doi:10.3776/joci.2013.v7n1p32-54 Anderson, C. M., & Spaulding, S. S., (2007), Using positive behavior support to design effective classrooms, PBS in the Classroom, 16 (2), 27-31. Retrieved from http://libproxy.gmc.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=24377959&site=ehost-live Arter, P. (2007), The positive alternative learning supports program collaborating to improve student success, Supporting Secondary Students Council for Exceptional Children, 40 (1), 38-46. Retrieved from http://libproxy.gmercyu.edu:3061/ehost/pdfviewer/pdfviewer?sid=1e0a3657-9719-4f29-b0be-4a480a45a8d4%40sessionmgr4001&vid=1&hid=4209 Baker, S., K., Horner, R., H., & Preciado J., A., (2006) Using a Function-Based Approach to Decrease Problem Behaviors and Increase Academic Engagement for Latino English Language Learners, Function Based Approach to Decrease Problem Behaviors, 1-23. Retrieved from http://www.ocde.us/PBIS/Documents/Articles/Revised_ELLs_and_Problem_Behaviors.pdf Bloom, L. (2013) Providing Positive Behavioral Support for All Students, Journal of Curriculum and Instruction, 7 (1), 1-5. Retrieved from http://libproxy.gmercyu.edu:3061/ehost/pdfviewer/pdfviewer?sid=d46cd29d-f4a4-47a0-9886-0ae143d9b1b1%40sessionmgr4004&vid=1&hid=4209 Blum, C., & Cheney, D. (2009), The validity and reliability of the teacher knowledge and skills survey for positive behavior support, Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 32 (3), 239-254. doi: 10.1177/0888406409340013 Bondy, E., & Ross, D. (2008), The teacher as warm demander, Educational Leadership, 66 (1), 54-58. Retrieved from http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/The-Teacher-as-Warm-Demander.aspxCambell-Whately, G., Khea, C., & McKinney, S., (2005), Managing student behavior in urban classrooms, The Role of Teacher ABC Assessments, 79 (1), 16-20. Retrieved from http://libproxy.gmercyu.edu:3061/ehost/pdfviewer/pdfviewer?sid=89fd413d-6a9b-447d-a2d2-26a23a7b43eb%40sessionmgr4004&vid=1&hid=4209Fleischman, S., & Osher, D. (2005) Positive culture in urban schools, Research Matters Educational Leadership, 62 (6), 84-85. Retrieved from http://libproxy.gmercyu.edu:3061/ehost/pdfviewer/pdfviewer?sid=13c0fa1e-b027-4591-9b69-5d4e5514b3d8%40sessionmgr4001&vid=1&hid=4209 Gersten, R. & Ward, B., (2013) A Randomized Evaluation of the Safe and Civil Schools Model for Positive Behavioral Interventions and Supports at Elementary Schools in a Large Urban School District, Research Into Practice School Psychology Review, 42 (3), 317-333. Retrieved from http://libproxy.gmercyu.edu:3061/ehost/pdfviewer/pdfviewer?sid=9dc0653f-f009-4aa5-b8c1-262d4b89315b%40sessionmgr4001&vid=1&hid=4209Hendly, S. (2007), 20 Ways to use positive behavior support for inclusion in the general education classroom, Intervention in School & Clinic, 42 (4), 225-228. Retrieved from http://libproxy.gmercyu.edu:2189/ehost/delivery?sid=85d562c-98e-4b99-8ad0-1ded1e7bf738%40sessionmgr198&vid=9&hid=114Kamps, D., Kravits, T., Stolze, J. & Swaggart, B., (1999), Prevention strategies for at-risk students and students with EBD in urban elementary schools, Journal of Emotional and Behavioral Disorders, 7 (3), 178-188. Retrieved from http://libproxy.gmercyu.edu:3061/ehost/pdfviewer/pdfviewer?sid=f15bf2f7-ce5f-4d91-afcf495cf179b26d%40sessionmgr4004&vid=1&hid=4209 Negron, M., Sugai, G., & Simonsen, B. (2008), Schoolwide Positive Behavior Supports Primary Systems and Practices, Teaching Exceptional Students Positive Behavior Interventions and Supports, 40 (6), 32-40. Retrieved from http://libproxy.gmc.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508074243&site=ehost-live Simonsen, B., Sugai, G. (2013), PBIS in alternative education settings: positive support for youth with high-risk behavior, Education and Treatment of Children, 36 (3), 3-14. Retrieved from http://libproxy.gmercyu.edu:3061/ehost/pdfviewer/pdfviewer?sid=58fd674b-342e-4d0d-84f6-7f289c9de680%40sessionmgr4003&vid=1&hid=4209