Introduction

If you’ve ever worked with students who have PBIPS, you know that replacing the bad behaviors with new ones can be difficult. In order to replace a negative behavior with a positive one, first identify why students are engaging in this activity in the first place. Here’s what we recommend:

The primary goal of targeting specific behavioral replacement behaviors for students with PBIPS is to improve academic outcomes for all students

The primary goal of targeting specific behavioral replacement behaviors for students with PBIPS is to improve academic outcomes for all students. The replacement behaviors are designed to improve social skills and reduce disruptive behavior, as well as the ability of the student to focus on learning, follow directions and complete assignments independently.

In order to reduce target behaviors, teachers must identify and teach the missing skills that students need in order to be successful students and people, in a general education setting.

In order to reduce target behaviors, teachers must identify and teach the missing skills that students need in order to be successful students and people, in a general education setting.

Teachers should work with students to identify what skills are needed for success at school. Teachers can use a variety of methods (e.g., group discussions) or strategies (e.g., modeling) for helping children learn new skills that will help them succeed academically on tasks such as homework completion or classroom participation where their behavior needs improvement.

To replace a negative behavior with a positive behavior, first identify the reason the student is doing the negative behavior.

Once you have identified the reason a student is exhibiting negative behavior and have identified the replacement behavior, it’s time to teach them both. Teachers need to provide support and monitoring as needed.

In order for this replacement strategy to work, teachers must first identify why a student is engaging in a particular kind of behavior—and then replace it with something else that makes sense for them at home or school (or both). For example: If a student has never been told how much he/she can play on his/her own time before coming into class because he/she doesn’t know what would happen if he/she did so outside school hours, then maybe we can make up an agreement where instead of having him play alone after school until curfew time each day—he’ll spend his free periods playing with other students instead! This may not always work perfectly all around since some children may still find ways around their commitments but if done properly enough then most likely those kids will eventually learn their lesson too!

Conclusion

Targeting replacement behaviors for students with PBIPS is a process that takes time, patience and effort on the part of teachers. It will take more than just one solution to solve an individual student’s academic problems; it requires teamwork between both parents and teachers in order for them all work together towards positive outcomes for all students.