Workshop Feedback from School Staff

Wow!! Taking the PBS class has been an amazing experience with remarkable progress for my student. When I first started taking PBS the little girl I worked with had major breakdowns throughout the day. She would scream, cry, hit her head with her hands, and smack her head on the table during these breakdowns. By the 4th week of this class I started seeing tremendous change in her behavior. I changed her work time to be very short before she gets her reinforcer and now she understands if she does her work she gets her reinforcer faster. Prior to taking PBS I was ignoring the “breakdowns” and was taught to help her finish the task instead of ignore her. This also helped my student realize she will get her reinforcer faster than when she screams for half an hour. I learned to be very conscious of my voice. She likes when I talk quiet and whisper verbal praises. Finally, just saying the word, “ready” has changed her behavior tenfold. I cannot believe the difference one little word has made. I recommend anyone who has a child or teaches a child with behavior problems to take PBS.

Tara Pendley

Special Education Paraprofessional

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The PBS training provided a great collaborative structure for the team.  It presented the opportunity for each staff member to take ownership and participate in the proactive process of addressing the undesired behaviors and teaching desired replacement behaviors.  The process and strategies learned in the PBS training can be used with other students as well.

The PBS training had the team first focus on identifying the child’s preferences, circle of relationship network, and positive attributes.  Next the team focused on identifying the setting events, at home and/or at school, that triggered the undesired behaviors.  The team found that the home-to-school and school-team communication was vital in communicating events that could set off the behaviors so that team members were prepared. The team then identified the desired replacement behavior as well as the reinforcement/positive consequences for displaying the appropriate behavior.

The ABC data sheet was a great tool in collecting data on the antecedent, behavior, and consequence.  Studying the data helped the team identify triggering events so that staff could restructure the school environment and classroom activities to avoid behaviors.  In collaboration with the parent, the staff developed strategies to adjust the presentation of materials to ensure success.  The staff focused on errorless learning to build positive rapport and to teach the desired behavior.

The PBS framework structure will be shared with the student’s next school team to ensure success in his new setting.

Wendy

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