Positive Behavior Support Essay

In essence, Positive deportment Support or phosphate buffer solution refers to the usual approach for providing a resolution to problems involving airs which be shown or manifested by undivideds with certain disabilities (Fact shroud Positive fashion Support, 2005). These behaviors deemed knotty may complicate but is not limited to self-inflicted injury, aggressive behavior, and former(a) similar destructive actions tantric behavior and different disruptive forcible responses irritating conducts which argon repeated in excess which include behaviors that hinder with an somebodys tender or learning interactions. Positive manner Support is founded on values which are focused on the single(a) which necessitates methods that are considerably positive and respect the individualists sensory faculty of dignity. Moreover, interventions through the use of phosphate buffer solution are done on an individual basis and are taken from the comprehension of the individual and the i ndividuals surrounding environment. Interventions through the use of phosphate buffer solution are commonly characterized of many an(prenominal) strategies which entail collaboration between two or more resist providers and care givers. Lastly, the tasks under the phosphate buffer solution methods should involve developments in terms of social relationships and other variants of enhancements to the persons lifestyle and declines in behavior problems (Jackson & Warren, 2000, p. 1441). phosphate buffer solution starts with the recognition and establishment of a sustenance police squad consisting of good deal who are most related to the life of the individual in need of PBS. Apparently, the arrest team may be composed largely of the members of the family, friends, classmates and school teachers and other people who are related in a certain means to the person and to the persons problem behavior (Amado & Rivera, 1999, p. 375). The PBS forge is usually under the helm of the respo nsibility of the members of the support team. After the team has been identify, an agreement concerning the general goals or PBS vision is agreed upon by the team through the method termed as person centered cooking. After identifying the vision, the team begins with the scheme to obtain information regarding the problem behavior.Consequently, the team then jots down the PBS plan which is comprised of several components or which include strategies for preempting the problem behaviors before they take place teaching and giving increments to skills which are designed to change the problem behaviors handling the problem behaviors if or when these behaviors do occur, and for checking and observing progress in order to evaluate the progress of the PBS plan and to create adjustments accordingly. For instance, Tary J. Tobin (2007) argues for the use of PBS in identifying ways to esteem and measure behavior support practices in schools, in developing processes which support schoolroom te achers, and contributing to sustainable positive behavior support systems for students with behavior problems which place them at risk for emotional and behavioural disorders (p. 2).The author specifically showed evidence on the application of PBS specifically Project quint or Functional Interventions in Versatile Environments in the development and support of PBS in various systems such as School commodious System, Classroom and Non-Classroom Systems (Tobin, 2007, p. 2). The author was able to arrive at the conclusion that PBS benefits the aim of not only resolving problem behaviors but to a fault preventing the occurrence of problem behaviors. Another case example is that of the mirror images of Lise Fox, Susan Jack and Linda Broyles (2005) which arrived at several notable conclusions. It was found out that PBS initiative has coat the way for life-changing results for children such as the decrease in the number of children identified as having challenging behavior who were th en referred for mental health operate (p. 13).The authors were also able to determine the conclusion that children are capable of judgment and following behavior expectations inasmuch as they support each other in following classroom expectations, are capable of making transitions from one classroom to another classroom with minimal or zero difficulties with regard to the observation that children adjust to the classroom more quickly (p. 13). The findings of the reviewed articles relate to the rationale for employ PBS to provide a resolution to problems involving behaviors which are shown or manifested by individuals with certain disabilitiesinasmuch as the methods used for get a lineing the goals of PBS directly meet the objectives. Tobins (2007) methods, arguments and findings were able to substantiate on the general application of PBS in schools and its desired exits on the resolution of problem behaviors. On the other hand, Fox, Jack and Broyles (2005) focused on a less gen eral scope in the application of PBSschool children in the classroom setting. The two articles are only some of the many studies conducted in reaffirming the effect and effectiveness of Positive Behavior Support in providing answers to the problem behaviors of children particularly young students with disruptive behaviors and in preventing the occurrence of these behaviors. Further, PBS is shown as a means of lessening the hindrances in the learning environments of students and children alike. Since PBS primarily involves the people who are closest or who are directly related to the individual in need of PBS, there is strong reason to believe that the individual will be able to overcome problem behaviors in the process.ReferencesAmato, P. R., & Rivera, F. (1999). paternal Involvement and Childrens Behavior Problems. Journal of Marriage and the Family, 61(2), 375.Fact Sheet Positive Behavior Support. (2005). Retrieved December 5, 2007, from http//72.14.253.104/search?q=cacheIQEnuBe 9mtEJwww.ucf-card.org/uploads/factsheets/1187875091_eng.pdf+Positive+Behavior+Support&hl=tl&ct=clnk&cd=13&gl=phFox, L., Jack, S., & Broyles, L. (2005). Program-Wide Positive Behavior Support Supporting Young Childrens Social-Emotional increase and Addressing Challenging Behavior Electronic Version, 1-17. Retrieved December 5, 2007, from http//72.14.253.104/search?q=cachesCY8zBaOfjEJchallengingbehavior.fmhi.usf.edu/Kansas_Book_Web.pdf+Positive+Behavior+Support&hl=tl&ct=clnk&cd=11&gl=phJackson, Y., & Warren, J. S. (2000). Appraisal, Social Support, and Life Events Predicting Outcome Behavior in School-Age Children. Child organic evolution 71(5), 1441.Tobin, T. J. (2007). Systems of Individual Support The Functional Interventions in Versatile Environments Projects Pilot Study of Evaluation Tools Electronic Version, 1-46. Retrieved December 5, 2007, from http//www.uoregon.edu/ttobin/measure.pdf