Schools are implementing school-wide positive behavior support systems (PBSS) in attempt to prevent the challenging behavior of students that frequently inhibit effective learning environments and learning outcomes. As part of ongoing efforts to best utilize school social skills training and classroom management, many schools collect a variety of data sources, such as surveys, focus groups, interviews, direct observations, and archival records (Marchent et al., 2009).
This paper reviews mock data from one such data source called a Behavior Matrix. A Behavior Matrix is one source of data that helps schools develop a school wide accountability system by identifying behavior expectations, behavior problems at different intensity levels, and connects them to responses (Knoff, 2007a, 2007b).
This paper reviews four teacher’s responses on a summary of the Behavior Matrix of 4th graders at Lacy Elementary School. The teacher’s identified behavior expectations of the 4th grade students. They identified incentives and rewards that they implemented at their grade level. They continued their data by also identifying behaviors and some of the appropriate consequence responses from …show more content…
This result is concluded due to many of the annoying and disruptive behaviors being social in nature, in conjunction with the low expectations of some aspects of social interactions. In addition, the data suggests that there might be some consistencies in the type of consequences that are utilized for level II and level III behaviors. Level IV consequences were consistent, however, teachers understand there is a need for individualized interpretation of each behavior referral. The teacher’s identified several incentive and rewards appropriate for the grade level. It is unclear if these incentives are being used only at grade level or school
This paper reviews mock data from one such data source called a Behavior Matrix. A Behavior Matrix is one source of data that helps schools develop a school wide accountability system by identifying behavior expectations, behavior problems at different intensity levels, and connects them to responses (Knoff, 2007a, 2007b).
This paper reviews four teacher’s responses on a summary of the Behavior Matrix of 4th graders at Lacy Elementary School. The teacher’s identified behavior expectations of the 4th grade students. They identified incentives and rewards that they implemented at their grade level. They continued their data by also identifying behaviors and some of the appropriate consequence responses from …show more content…
This result is concluded due to many of the annoying and disruptive behaviors being social in nature, in conjunction with the low expectations of some aspects of social interactions. In addition, the data suggests that there might be some consistencies in the type of consequences that are utilized for level II and level III behaviors. Level IV consequences were consistent, however, teachers understand there is a need for individualized interpretation of each behavior referral. The teacher’s identified several incentive and rewards appropriate for the grade level. It is unclear if these incentives are being used only at grade level or school