Discussion 1 For this discussion, address the following in a synthesized manner: • Describe Positive Behavior Support (PBS). o Is it behavior analysis? Why or why not? • Explain Positive Behavioral Intervention and Supports (PBIS). • Describe Schoolwide Positive Behavioral Intervention and Supports (SW-PBIS). • Compare and contrast PBS to behavior analysis and identify which specific theories of behavior analysis are at work in PBS. • Discuss whether it is possible for something based on principles of behavior analysis to be behavior analytic and backed by sufficient evidence. • Explain why PBS might be effective in a school setting. o Could it also be effective in other settings? Discussion 2 For this discussion, address the following in a synthesized manner: • Explain Response to Intervention (RtI). • Discuss whether a student needs an Individualized Education Program (IEP) to participate in RtI. • Explain how measurable goals factor into RtI. • Provide three examples of measurable goals that are written behaviorally (such as a behavioral objective or a performance objective) and that may be typical in a K–12 school setting. Use these references: References Vargas, J. S. (2013). Behavior analysis for effective teaching (2nd ed.). New York, NY: Routledge. o Chapter 4, “Setting Goals to Improve Achievement,” pages 65–93. Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P. et al. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4–20. Wacker, D. P., & Berg, W. K. (2002). PBS as a service delivery system. Journal of Positive Behavior Interventions, 4(1), 25–28.
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