Ask the ‘TASC #12: What are the most common pitfalls to avoid to keep PBIS effective? In districts where PBIS fades are there any common reasons why?

Ask the ‘TASC #11: How do we assist a child with behavior challenges whose parents do not want intervention?

Ask the ‘TASC #10: Tier 1 and 3 seem clear. What would Tier 2 look like? In classroom vs. outside of classroom? Small group? Who is responsible? Teachers? Social Workers? School Psychologist?

Ask the ‘TASC #9: We often acknowledge kids who have difficulty following the rules when they demonstrate appropriate behavior, and we acknowledge kids who always follow the rules less. How can we balance it out so all kids get more recognition?

Preschool PBIS/Pyramid Team Training – March 2018

This month’s Bright Spot comes from staff in the preschool programs at the Association for Children with Down’s Syndrome, Alcott School, Hudson Valley Cerebral Palsy and the Children’s School for Early Development who have been attending the Preschool PBIS/Pyramid Team training with RSE-TASC Preschool Behavior Specialist Erin Leskovic.

Check-In/Check-Out: A Tier 2 Behavior Support

When students with significant behavioral challenges do not receive adequate intervention, the costs can be astronomical. Not only do unaddressed behavior problems lead to negative individual, family, and educational outcomes such as poor achievement and dropping out, but they also lead to significant financial costs to society (Predy, McIntosh, & Frank, 2014). Consider this: “the monetary value of individually supporting one child at risk of challenging behavior from birth to adulthood is between $2.6 and $4.4 million but increases to over $5.8 million if intervention begins after age 14 years” (Cohen & Piquero, 2009).

Preschool Pyramid Model and PBIS: Are they the Same?

Tier 2 Supports – December 2017

Time for the Benchmarks of Quality!

Work Smarter, Not Harder: The Power of Self-Management

Teachers typically report that dealing with students’ disruptive behaviors is the single greatest challenge they face (Fox & Hemmeter, 2009). This likely comes as no surprise to anyone who has ever worked in an educational setting. Challenging behaviors can be extraordinarily frustrating for even the most experienced teachers, as they can derail a lesson and reduce learning opportunities for both the student engaging in the behaviors and his/her peers. Challenging behaviors can lead to feelings of stress and uncertainty if teachers don’t feel they have the tools to respond effectively and efficiently. In a 2004 survey, a whopping 75% of teachers reported that they “would have more time to spend on teaching and teaching effectively if there were fewer disruptive behaviors in the classroom” (Guardino & Fullerton, 2010). So how can teachers feel confident in dealing with challenging behaviors and spend more time teaching? Self-management may be the answer.
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