What is Positive Behavior Support or PBS

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What is Positive Behavior Support or PBS?
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Well, PBS is NOT

• Pretty Boring Stuff
• the Public Broadcasting System
• a Pain in the Back-Side
• PBS is not just another committee.
• going away. It is not the program djour.
  Mandated by Supt. Burns for all WCPSS schools.

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Positive Behavior Support
Climate Change
Proactive
Instruction

• A systems approach for establishing the social
  culture and individualized behavioral supports
  needed for schools to be effective learning
  environments for all students
• - Rob Horner, Ph.D.
• Co-Director National Technical Assistance Center
  for Positive Behavior Support

Positive Reinforcement
Collaborative Process
data
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Features of PBS

• Clearly defined expectations
• Teaching component for behavior
• Reinforcing appropriate behavior
• Correcting problem behavior
• Interventions for challenging behaviors

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CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
BIP De-escalation
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Social Skills Mentoring Check In Self Manageme
nt
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Defining Teaching Expectations
Routines Procedures Reinforcement Systems Effe
ctive Consequences

80
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CONTINUUM OF SCHOOLWIDE INSTRUCTIONAL POSIT
IVE BEHAVIOR
SUPPORT
Tertiary Prevention Specialized Individual Syst
ems for Students with High-Risk Behavior
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
Primary Prevention School-/Classroom- Wide Syst
ems for
All Students, Staff, Settings
80 of Students
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Why Do We Need toDo Something Different?
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We need to do something different because with
our current practices, we see

• Increasing problem behaviors
• Unclear and inconsistent implementation from
  teacher to teacher
  
• Reactive interventions
• Educators limited behavioral training
• Limited opportunities for students to learn
  social skills

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What we are doing now is not working.
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What Happens If We Do Not Intervene?

• National data shows that students who are
  suspended are three times more likely to drop out
  of school. It is estimated that one years class
  of dropouts costs North Carolina 1.3 billion in
  corrections and welfare. (NC Child Advocacy
  Institute, 2005)
• 82 of crimes are committed by people who have
  dropped out of school. (APA Commission on Youth
  Violence, 1993)
  
• The stability of aggression over a decade is
  very high in the absence of specific
  interventions. (Walker et al., 1995)

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What Are Typical Responses to Problem Behavior?

• Student Specific
• Increase monitoring
• Re-review rules sanctions
• Extend aversive consequences
• Focus on punishments
• Establish bottom line

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What Are Typical Responses to Problem Behavior?

• System Level
• Security guards, dress codes, metal detectors,
  video cameras
  
• Suspension/expulsion
• Exclusionary options

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Typical Responses Are Inefficient Because They

• foster environments of external control.
• reinforce antisocial behavior.
• shift accountability away from school.
• weaken the relationship between academics and
  behavior.
  
• devalue adultchild relationships.

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What Should We Do Instead?

• 2001 Surgeon Generals Report
• Break up antisocial networks
• Increase academic success
• Create positive school climates
• Adopt primary prevention agenda
• PBS does all of this!

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Guiding Principles of PBS

• All students are valuable and deserve respect.
• All students can be taught to demonstrate
  appropriate behavior.
  
• Punishment does not work to change behavior.
• School climate is a shared responsibility among
  administrators, teachers, staff,
  students and families.

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Guiding Principles

• School personnel must be willing to examine their
  own behavior as students are taught to change
  theirs.
  
• Cultural differences exist and need to be
  understood.
  
• Positive relationships between students and
  adults are key to student success.

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Features of the Athens PBS plan

• Clearly defined expectations
• Include a teaching component for
  behavior
  
• Include reinforcing appropriate behavior
• Correcting problem behavior
• Interventions for challenging behaviors

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The Athens Jaguars 3 Rs

• Readiness being present and attentive to the
  requirements of the school day
  
• Responsibility handling myself in a way that
  reflects that I am here to be successful
  
• Respect conducting myself in a way that honors
  me and maintains the dignity of others

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Expectations Tardy Café
Hallway
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PBS Practices The Athens Community Working
Smarter

• Keep doing what is working, throw out what is
  not.
  
• It is a 3-5 year process.
• PBS is part of our continuous school improvement
  (not that we are doing poorly now).

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PBS Practices The Athens Community Working
Smarter

• Its OK to question the PBS concept, BUT we need
  a school-wide commitment from every adult in the
  Athens community to maximize success.
  
• It is important that we are not duplicating
  efforts or wasting precious time.
  
• PBS PLC Ex. Training in classroom management
  available for anyone.
  

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Faculty Involvement Rationale

• When everyone is involved in the process
• practices are more consistently implemented.
• change is more sustained over time.
• interventions are more meaningful and relevant.
• positive whole school climate inspires others to
  invest in new practices.
  
• The goal is to achieve total ownership and all
  faculty and staff view themselves as part of the
  PBS team.
  

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The PBS TeamClear Roles Responsibilities

• The PBS Team will
• assess current behavior management practices.
• examine patterns of behavior.
• obtain stakeholder commitment and participation.
  
  
• develop a school-wide plan.
• model PBS practices.
• monitor and evaluate action plan.

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Problem areas to address this year

• Tardies (both to class and school)
• Monitoring hallways
• The cafeteria

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The PBS TeamClear Roles Responsibilities

• Your PBS Team YOU and
• Lynn Nietfeld Patrice
  Hardy -
  
• Joey Ernst WCPSS PBS
  Coach
  
• Amy Holman
• Mr. Crockett Communications / Timekeeper
  
  
• Hal Hammond Data Management
• Sara Idol Secretary/Recorder
• Travis Seese Co-chair
• David Cramer Co-chair

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Your involvement is crucial

• Look for staff surveys to
• obtain staff feedback
• create involvement without holding more
  meetings!!!
  
• generate new ideas.
• build a sense of faculty ownership.

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