PBS Part 6

1. A reinforcement system in my class would be used to address participation issues during

lessons. Specific areas to focus on would be shouting out answers in class without
following the proper rule of raising a hand to answer a question or share information, not
conversing with peers during discussion and group work, and remaining off-task when
the teacher is looking for participants in the lesson.
The target replacement behavior would be for all students to be present and aware
while they are learning. This would translate to them following classroom rules when the
teacher and peers are speaking by waiting until that person has stopped speaking before
they begin sharing their information. They would also raise their hand and wait to be
called on instead of shouting out. For students that are less likely to participate with their
peers and teacher, the target replacement would be active focus and verbalization of their
feedback during the lesson.
Behaviors that have high priority for intervention are withdrawal from
participation because students need to improve social and interpersonal skills, as well as
shouting out and inappropriate comments which, as a teacher, I am hoping to curb so
students can learn how to be respectful listeners and have successful conversations with
their peers and adults.
2.

A reinforcement token system strategy for my class would be a combination of behavior

charts for both an individual and the entire class. The chart would be set up with weekly
rows (Monday through Friday), and columns representing each subject, special, lunch,
etc. Students would receive either a happy face stamp or a frowny face stamp on their
individual chart for each part of the day. At the end of the day, if there are more than three
frowny faces, the child will not be eligible to receive a check for that day. If the student

does not obtain a check mark each day of the week, they will not be eligible to select a
prize out of the treasure chest at the end of the week.
The group chart would be based off of whole-class interaction. If students were
acting out, and/or not participating, the class would not earn a star for that day. Likewise,
if everyone is on their best behavior and participating in all lessons, students will earn a
group star. At the end of the week, the class will gain an extra 15 minutes during
recess/free time.
3. I will teach the system to my students by modeling both the positive and negative
behaviors that children in the classroom display. I will begin by acting out a negative
behavior, then I will ask students if what I was doing was positive or negative. Once they
provided an answer, I would then act out a positive behavior and explain why this is what
is expected and looked for while learning. Finally, I will bring out the weekly chart to
show an example of getting a smiley stamp for positive participation, and explain why
students should seek out behavior like that.
4. I will utilize the individual and group charts to track the decline of targeted behaviors,
and take notes/add comments on student charts tracking positive replacements made by
students. In order to track individual student progress over a semester, I will keep a chart
at my desk that checks off if a student got smiley stamps for the entirety of the week,
month, etc.
When it comes to tracking group progress over the semester, I will make a poster
to hang up in the room. For every week of the semester that the students get a group star,
they will receive a star on the semester poster. If, at the end of the semester, they have
more than 90% of the chart full, they will be rewarded with a end of semester party with
snacks, etc.