Positive Behavioral Approaches

 
School-wide Positive Behavior Support (SW-PBS) uses a systems approach that focuses on appropriate behavior and emphasizes consistent application of the expectations and consequences for behavior.

 

learning disabilities - positive behavior supportMission Statement:

Pathway staff and students adhere to consistent expectations for positive behaviors that are taught, practiced and reinforced to create productive living, learning and working environments that promote success and independence.

 


learning disabilities - positive behavior supportExpectations:

The Pathway School has established positive behavioral expectations that students and staff should display in various environments. The different behaviors are defined for each student environment including learning, working, transition and recreation areas.

 


The Pathway School Expectations

Be Cooperative
A willingness and ability to work with others.

Be Flexible
A capability to adapt to new, different or changing requirements

Be Responsible
The ability to answer for one's own conduct and obligations

 

learning disabilities - positive behavior supportThe Pathway School also believes that there are five expectations that students and staff are expected to display in every environment.


The five universal expectations are:

1. Appropriate Voice Volume

A volume that is suitable for the distance and the situation.

 

2. Appropriate Language/ Topics

Utilizing language and subject matter appropriate for the audience and environment.

 

3. Respect Personal Space

Maintaining an appropriate distance away from others.

 

4. Respect Property

The ability to treat other's property the way you would want your property to be treated.

 

5. Follow Directions

The ability to complete one, or a series of, verbal or written instructions.

 


learning disabilities - positive behavior supportRewards System:

School-wide Reward Systems

  • The rewards program is a way to acknowledge ALL students who are engaging in appropriate behavior. It is also a way to provide reinforcement for when students are following the expectations.

  • Students earn the ability to participate in a weekly (Therapeutic Academic Program) or daily (Emotional Support Program) reward period where they can participate in a reinforcing activity for displaying on-task and appropriate behaviors. Activities can include:

 
 
 
Individual Student Reward Systems

  • Individual students may require incentive plans to reinforce wanted appropriate behaviors.

  • The student's team will develop a plan and reinforcement strategy based on the student's preferences.

 

 
From Extrinsic to Intrinsic Motivation

  • Students are taught the skills to require less external support and reinforcement while learning strategies to internally motivate their own behavior for success.

  • Many students are able to successfully transition from the rewards program to independently monitor and regulate their positive interactions in their learning and working environments.

It is the policy of The Pathway School to provide equal opportunity in all terms, conditions, and privileges of employment for all qualified applicants and employees without regard to race, color, national origin, sex, age, marital status, veteran status, sexual orientation or the presence of any disability.
discover the Pathway School Norristown, Pennsylvania special education for autism, dyslexia, learning disorders