Filmed at Setting the Stage for Success: Positive Behavior Support in School, Home and Community – October 20, 2018
Although the three-tier school-wide positive behavior support (SW-PBS) model is intended to be applied to all students within a school, those with autism or other developmental disabilities are often excluded from Tier 1 and Tier 2 interventions. This session examines some of the elements of school-wide PBS that are intended to benefit the full range of students within a school, with suggestions for including students with significant developmental and behavioral challenges.
Pat Mirenda, PhD, BCBA-D, University of British Columbia
Pat Mirenda is a Professor in the Department of Educational and Counselling Psychology and Special Education, and Director of the Centre for Interdisciplinary Research and Collaboration in Autism (CIRCA) at the University of British Columbia. She teaches courses on augmentative and alternative communication, autism spectrum disorder, inclusive education, instructional techniques for students with significant learning challenges, and positive behavior support.
Dr. Mirenda has published over 150 research articles and chapters and presents frequently at international, national and regional conferences. She is the Principal Investigator for the Parent and Child Early (PACE) Coaching study that is examining the impact of community-based parent coaching for toddlers at risk for ASD.
Part 1: Introduction to the School-Wide System
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Part 2: Setting and Teaching School-Wide Expectations
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Part 3: Using Acknowledgement Systems and Visual Supports
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Part 4: Discouraging Problem Behaviors
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Part 5: Q & A
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- 00:33 Are there PBS resources we can use?
- 2:55 How can we convince other staff at schools who are concerned that praise and acknowledgement decreases internal motivation for kids to behave well?
- 5:55 Would a trial of school-wide PBS help convince staff resistant to implementing it?
Part 6: Tier 2 – Check-in Check-out (CICO) System
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Part 7: Tier 3 – Individualized Behavior Support; Summary
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