PEBS & Sensory Motor Skills Assessment

Dave:

PEBS” what does it look like in a school

Positive effective behavior support

Primary: 85% school wide

Secondary: 10% classroom

Tertiary: 5% individual need individualized support to a positive behavior

A functional based approach to eliminate challenging behaviros and replace them with proactive strategies

Proactive strategis for defining, teaching and supporting appropriate student behavior to create a positive school environment

It is used to design effective environments that improve links between research validated pracites and the environmenrt where learning occurs

Improve lifestyle results: by making problem behavior less effective, efficient and relevant and desired behaviour more functional:

1. Defining

a. The priorty concern of the student that most interferes with the students productive functioning and the learning environment (ex. Running off school property, striking out physically at classmates

2. Teaching

a. Consequences or effect

b. Common consequences: behavior ignored, request/task removed, reprimand /waring,time out, home contact, suspensions

c. Id what happens in response to the behavior of concern

i. What have you tried alreay and how effective has this been in reducing the behavior (never, rarely, sometiims, often, not attempted- take lots of notes

3. Supporting

a. Competiences and positive alternatives

i. SCPC Social Competence Perforamcne Checklist

ii. Describe a social or academic competencies that may serve as a positive alternative to the concern

1. Ie. Good oral reader\; could get class attention on this skill

2. If they like mechanics: extra time in shop class

3. If they like sports; one on one or group play with a teacher

4. Extra computer time

Focus: primary: school wide PEBS Matrix (all students-should be posted all over the school)

Secondary: classroom

To meet diverse need of all students

Help manage large class sizes

Problem solve for challenging behaviors

Implement effective instrucitons:

Behavvior rubric

RoutineDesired Behaviro How teacher redirects students (80%) (15%) (5%)

Tertirary: give students a sense of independence :

Independence board

Responsiblitiy board

Implications for inclusive pe: build structures that increase student success, independent learning

Mark Hill

Sensory motor skills assessment standardized and informal

Autism, adhd, reading disabilities

The sensory integration praxis test is a level c standardized test that inclused:

17 subtests requiring students to perform visual tactile kinesthetic and motor tasks

10 mintes per test up to 2 hours for entire batters

Only services children 4-8 years of age

When you are dealing with senses, you are dealing with something that is very subjective and is difficult to assest. The Sensory integration Praxis Test.

GO ONLINE AND FIND THE SENSORY INTEGRAGTION CHECKLIST

An informal assessment of sensory motor integration is interactive metronome it has to do with timeing. You can do training to improve your neural timing usually done by OT

A game like activity/ a fantastic tool for the frontal lobes

BRAIN GYM; Integrated movements for the classroom:

THEREPEUTIC LISTENIGNS using music to activate the part of the brain that is connect with attention and movement uses sound to access the nervous system and affect change at all levels*******************

THE LISTENING PROGRAM is a music listening method personalized to improve brain fitness at any age or level of ability****************************

SENSORY DIET: a carefully designed, personalized activity plan that provides the sensory input a person needs to stay focues and organized throughout the day

Touch

Movement/propioreception

Listening/auditory

Looking/vision

Smell/taste/oral comforts

ASTONAUT THERAPy put them on something that spins until they get a dizzy feeling-that is when