The IRIS Center is a national center that aims to provide high-quality resources for college and university faculty and professional development providers about students with disabilities. IRIS seeks to obtain this goal by providing free, online, interactive training enhancements that translate research about the education of students with disabilities into practice.
One such module focuses on instruction for the classroom teacher in Positive Behavioral Interventions. Below is a listing of modules developed to assist teachers and schools to address disruptive and non-compliant behaviors in class and school grounds.
Positive Behavioral Support
| Focus Area | IRIS Material | How |
| Classroom management for new teachers | Module: Who’s in Charge? | In describing the components of a comprehensive behavior management plan, this interactive module helps the new teachers proactively prepare themselves to address behavior issues before they ever set foot in a classroom. |
| Classroom management for new teachers | Module: You’re in Charge! | This module follows “Who’s in Charge?” and offers teachers the opportunity to put knowledge acquired into action by creating their own comprehensive behavior management plan. Teachers have the choice of developing the components of a comprehensive behavior plan for the fifth grade classroom described in the Challenge, or they can develop them for a different grade level that they intend to teach someday. |
| Students that require an additional level of behavioral support | Module: Addressing Disruptive and Noncompliant Behaviors (Part 1): | In this interactive module addresses the “Acting-Out Cycle,” the phases of the acting-out cycle, and how to respond to students in different phases of the acting-out cycle. |
| Specific behavioral interventions for students requiring an additional level of behavioral support | Module: Addressing Disruptive and Noncompliant Behaviors (Part 2): | This interactive module describes two interventions that can increase initial compliance to teacher requests and identifies three interventions that can be implemented to decrease disruptive and non-compliant behaviors. |
| Specific behavioral interventions for students requiring an additional level of behavioral support | Case Study: Encouraging Appropriate Behavior with accompanying Star Sheets
(STrategies And Resources) |
This case study unit outlines positive behavior management techniques that can be employed with individual students who have behavioral concerns that are not effectively addressed by comprehensive classroom rules. It features five scenarios of students at varying grade levels, ranging from elementary to high school. |
| Key components of an effective accountability system that supports students in completing classroom work. | Case Study: Fostering Student Accountability For Classroom Work with accompanying Star Sheets
(STrategies And Resources) |
Through realistic classroom scenarios, this case study set introduces the five key components of an effective accountability system and offers guidance on how to implement these strategies in a classroom setting |
| The role of supportive classroom structures in preventing problem behaviors. | Case Study: Norms and Expectations with accompanying Star Sheets
(STrategies And Resources) |
This case study set provides scenarios and strategies that focus on the establishment of classroom norms and expectations through the development of rules and procedures. |
| Determining whether consequences are positive, negative or inappropriate. | Activity: The Behavior Game Online Game Activity |
Ms. Rollison, a first-year teacher, has brainstormed a list of possible positive and negative consequences. This activity allows participants to play a game testing their ability to identify positive, negative and inappropriate consequences. Ms. Rollison then guides participants through a second task where they arrange the negative consequences into a hierarchy. |
| Revisiting and revising behavior management procedures. | Activity: Back to Square One – Behavior Management Plan / Behavior Management Strategies (PDF 308k) Case-Based Activity (Approx. 1 Hour) *Cross-listed under Accommodations: Inclusion |
Activity explores dynamic nature of behavior and how teachers collaborating general and special education teachers must monitor and adjust behavior management plans to support students whose life circumstances change. |
| The role of medication in behavior management | Activity: He Just Needs a Little Discipline – Behavior Management (PDF 272k) Case-Based Activity (Approx. 1 Hour) *Cross-listed under Collaboration: Communication with Parent;
|
Through a case-based activity about Matt, a boy diagnosed with attention deficit hyperactivity disorder in second grade, this activity explores the multimodal approach to supporting children with behavior challenges. |
| Supporting students with minor behavioral challenges in general education classrooms. | Activity: He’s Just a Goofy Guy - Behavior Management (PDF 272k) Case-Based Activity (Approx. 1 Hour) *Cross-listed under Accommodations: Inclusion; |
Through a case-based activity about Jake, this activity explores the roles of both behavior management and collaboration between general and special education teachers in supporting Jake in a general education setting. |
| Friendships among students with disabilities. | Activity: Relationships-Elementary Education (PDF 102k) Class Discussion Activity (Approx. 50 Minutes)
|
Considers “behavior” in the more general meaning of the term. Addresses the issue of promoting friendships among students with disabilities. |
| Friendships among students with disabilities. | Activity: Relationships-Secondary Education (PDF 107k) Class Discussion Activity (Approx. 50 Minutes)
|
Considers “behavior” in the more general meaning of the term. Addresses the issue of promoting friendships among students with disabilities. |
| Functional Assessments | Information Briefs: The Link between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)
(PDF 107k) (DOC 55k) (5 pages) ERIC |
Describes the importance of viewing Functional Behavioral Assessments and Behavior Intervention Plans (BIPS) as a unit as a way of ensuring that the FBA data are incorporated into an actual BIP, and that both the FBA data and the BIP become integral components of the student’s IEP (stressing both academic and behavioral instruction and goals). |
| Functional Assessments | Information Briefs: Methods of Functional Behavioral Assessment (FBA) (PDF 45k) (DOC 24k) (2 pages) RRTCPBS |
Describes methods of Functional Behavioral Assessment (FBA) |
| Diversity and Positive Behavioral Support | Information Briefs: Addressing Cultural and Economic Diversity in PBS (PDF 127k) (DOC 50k) (4 pages) RRTCPBS |
Describes strategies to increase the likelihood that the PBS process will be responsive to families of diverse backgrounds. |
| School-wide Positive Behavioral Support | Information Briefs: Developing Social Competence for All Students. (PDF 108k) (DOC 56k) (5 pages) ERIC |
In emphasizing the importance of teaching individual social skills within the context of establishing a school-wide culture of social competence, this digest describes the challenges of social skills instruction and provides three strategies to improve all students’ social. |
| School-wide Positive Behavioral Support | Information Briefs: Positive Behavioral Interventions and Supports (PBIS). – School-Wide PBS PBIS
|
Describes the primary, secondary and tertiary levels of the school-wide Positive Behavioral Support process. |
| Positive Behavioral Support | Information Briefs: Positive Behavior Support (PDF 151k) (DOC 58k) (5 pages) RRTCPBS |
Provides succinct overview of PBS, its definition, background, key features and process. |
| Positive Behavioral Support | Information Briefs: Positive Behavior Support and Functional Assessment. (PDF 108k) (DOC 52k) (5 pages) ERIC |
Provides description of what we know about PBS, School-Wide PBS, and about the use of functional assessment in young children. |
| Positive Behavioral Support | Information Briefs: Postive Consequence Strategies (PDF 43k) (DOC 19k) (2 pages) RRTCPBS |
Provides description, examples and FAQ’s regarding positive consequence strategies. |
| Positive Behavioral Support | Information Briefs: Prevention Research & the IDEA Discipline Provisions: A Guide for School Administrators (PDF 165k) (DOC 912k) (8 pages) Heumann and Warlick |
The guide for administrators addresses
|
| Positive Behavioral Support | Information Briefs: Proactive Support Strategies (PDF 42k) (DOC 18k) (2 pages) RRTCPBS |
Provides description, examples and FAQ’s regarding proactive support strategies. |