Positive Behavioral Support Program, Essay Example

The existence of behavioral issues among students in classrooms today has become a source of problem for many educators as they handle their responsibility of providing proper educational assistance to the learners hoping to be guided by them. This is the reason why it has become highly essential that a program supposedly able to control the situation on behavioral imbalance among students in class be given particular attention for development and application. In the program assessment project that is to be discussed herein, particular results shall be analyzed specifically pointing out whether or not a positive behavioral support program is able to decrease the number of behavioral problems in a specific class.

Observed between the months of September to May, the application of the program was pushed back for at least the first three months of class schedule. On the onset of the fourth month [December], the program has been finally applied and the results were positive enough that the occurrence of behavioral issues among students in class declined dramatically up to the edge of lower than 100 incidents in May compared to above 200 counts of incidents when the program was first implemented.

In relation to the behavioral response of the students resonated through their test scores, the changes were positive as well. It seemed that with lesser existence of behavioral disturbances, the students found it easier to be more respective of their peers and be more concentrated on their learning process as they are expected to do so. Comparatively, before the implementation of the program, the teachers’ recorded an average percentile of at least 58.13 rate of test response from the students. However, the results were very different after the application of the program ranging from 89 to 90.63% rate of learning efficiency among the students.

Figure 3, which corresponded to the recording of the behavioral developments of the children before and after the program’s application, specifically shows that among the 225 students who were observed for the experiment, there is at least 75% of them who actually incurred radical change because of the program. Notably, the figure points out that three months prior to the programs implementation, the students already responded positively to the process as if aligning their behavior to the learning environment that they are subjected to and experiencing lesser level of stress than they usually receive from class during the time when the program was not yet implemented. The improvement of results was even dramatically recognized after a six-month period of application. Most likely, ranging between 95 to 115 students serving as the median percentile representation of the developmental process imposed through the program, at least 75% of the students were able to respond to the changes in a positive manner that they were able to manage their behavior according to the new situations that they had to concur with in class.

Based from the analysis of the program presented herein, it could be realized that the evidence to the effectiveness of the program is strong enough to prove that the approach was effective enough to contain the situation of behavioral issues occurring in class within a particular span of time within a school year. It has been proven through this experiment that the continuous process of utilizing qualitative approach in the process of examining the response of the participants to the program was effective enough to impact the overall condition of the population being targeted to be adjusted (Dawson, 118). The radical changes reflect that the students were able to grasp the primary reason behind the implementation of the positive behavioral support program for the sake of developing their attitude and their reactions to particular situations they usually have to deal with in class and in school. The overall context of the experiment further points out that with the help and intervention of the educators in school, students would be able to cope up with particular confusing points in relation to growing up and the development of their personal behaviors. With the positive approach applied to the matter, not only will they be able to handle the pressures, but they would also be able to create a more responsive environment for themselves to learn more from class thus developing their intellectual capacities at the same time.

References:

Baum, W.M. (2005) Understanding behaviorism: Behavior, Culture and Evolution. Blackwell.

Dawson, C. (2011). Practical Guide to Research Methods. Kaplan Publishing.

Staddon, J. (2001) The new behaviorism: Mind, mechanism and society. Philadelphia, PA: Psychology Press. pp. xiii, 1–211.