REFLECT
Your school most likely has prevention measures in place for behavior, what are they?
Do you have a PBIS framework and system of support for recognizing, teaching and reinforcing behaviors?
Do you have a matrix and do you use it to support children’s understanding of expected behaviors across the school settings?
Who could you ask more about PBIS programming at your school setting?
Remember Michael’s scenario? Michael is a 5th-grade student with autism who often struggles with transitions between activities in Ms. Greene’s class. When it’s time to switch from math to reading, Michael becomes upset, shouts, and sometimes runs out of the classroom. His behavior is disruptive and causes him to miss important instruction. Ms. Greene, recognizing Michael’s challenges with transitions, asks Sarah, the classroom paraeducator, to use the Prevent-Teach-Reinforce (PTR) approach to help support Michael during these moments.
How could a system of PBIS or PTR help Michael and his educator team members?