PBIS

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PBIS

• Positive Behavioral Interventions and Supports

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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ALL CHILDREN
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Systems of Positive Behavior SupportBIG IDEAS

• Collaboration - work as a team
• Consensus - Agree and stick by agreements
• Consistency - across time, adults, students
• Logical and Realistic Solutions
• Teach and Facilitate Success
• Measure and Evaluate
• Sustain with Data-Based Decision-Making

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Discipline Works When .

• Prevention creates more Positive than negative
  consequences

Punishment (Failure)
4 1
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PBIS Big Ideas

• PBIS is not a curriculum - it is a framework for
  systems to identify needs, develop strategies,
  and evaluate practice toward success
• The goal of PBIS is to establish host
  environments that support adoption sustain use
  of evidence-based practices
• (Zins Ponti, 1990)

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Positive Approaches Keys

• Prevention before reaction
• Team and systems-based
• Logical and realistic plans
• Individualized
• Consistency across time, adults, settings, and
  students
• Founded on Teaching
• Goal setting and monitoring

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ALL STUDENTS
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Administrator Discipline Time Cost/Benefit
AnalysisUrban Elementary, Baltimore, MD
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Obtain 80 Staff Consensus

• A YES vote means that I agree to
• Provide input in determining what our schools
  problems are and what our goals should be
• Make decisions about rules, expectations, and
  procedures in the commons areas of the school as
  a school community
• Follow through with all school-wide decisions,
  regardless of my feelings for any particular
  decision
• Commit to positive behavior support systems for a
  full year - allowing performance toward our goal
  to determine future plans

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Predictable Problems Summary
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Collaborative Solutions

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Teaching

• Create a discussion of each big idea - and the
  corresponding rule
• Discuss their application in different areas of
  the school
• Engage students in discussion and allow
  practice/demonstration time
• Remind students (prompts, cues, pre-corrects)
• Encourage and reinforce success
• Discourage and provide correction/consequence for
  failure with rules
• Provide re-teaching as indicated by failure
• Remove prompts as indicated by success
• Consider more direct teaching in complex areas
  (e.g., playground)

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EXAMPLE Teachable Expectations

• 1. Respect Yourself-in the classroom (do your
  best)-on the playground (follow safety rules)
• 2. Respect Others-in the classroom (raise your
  hand to speak)-in the stairway (single file
  line)
• 3. Respect Property-in the classroom (ask
  before borrowing)-in the lunchroom (pick up your
  mess)

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Sample Teaming Matrix
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Teaching Matrix Activity
 
 
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Consistent Consequences

• Reinforcement
• Continuum of reinforcers for different levels of
  success
• Use the least amount necessary
• Immediate and consistent to begin
• Approximate and/or pair with natural reinforcers
• Make part of routine and systems
• Pre-plan and teach consequences
• Fade
• Move toward more natural reinforcers
• Use more group contingencies
• Increase ratios of behavior to reinforcement

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Consistent Consequences

• Responding to negative behavior
• Immediate and consistent
• Try to keep with natural consequences
• Use the least amount necessary to get desired
  behavior Pre-plan and teach
• Correction and re-teaching
• Use only with reinforcement for replacement
  behavior
• Should defeat function of problem behavior

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Measure and Evaluate

• Big Ideas
• School determines what outcomes are important
• School identifies the simplest way to get that
  information
• School uses that information to evaluate their
  plans

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Decision Flowchart
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Who?
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When?
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Where?
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Cool Tool
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Acknowledging SW Expectations Rationale

• Humans require regular frequent feedback on
  their actions
• Humans experience frequent feedback from others,
  self, environment
• W/o formal feedback to encourage desired
  behavior, other forms of feedback shape undesired
  behaviors

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Resources

• www.pbis.org
• www.coe.ufl.edu/faculty/scott/terrys/tscott.html