Title: What is Positive Behavior Support or PBS
1What is Positive Behavior Support or PBS?
2Well, 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.
3Positive 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
4Features of PBS
- Clearly defined expectations
- Teaching component for behavior
- Reinforcing appropriate behavior
- Correcting problem behavior
- Interventions for challenging behaviors
5CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
BIP De-escalation
5
Social Skills Mentoring Check In Self Manageme
nt
15
Defining Teaching Expectations
Routines Procedures Reinforcement Systems Effe
ctive Consequences
80
6CONTINUUM OF SCHOOLWIDE INSTRUCTIONAL POSIT
IVE BEHAVIOR
SUPPORT
Tertiary Prevention Specialized Individual Syst
ems for Students with High-Risk Behavior
5
15
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
7Why Do We Need toDo Something Different?
8We 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
9What we are doing now is not working.
10What 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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12What Are Typical Responses to Problem Behavior?
- Student Specific
- Increase monitoring
- Re-review rules sanctions
- Extend aversive consequences
- Focus on punishments
- Establish bottom line
13What Are Typical Responses to Problem Behavior?
- System Level
- Security guards, dress codes, metal detectors,
video cameras
- Suspension/expulsion
- Exclusionary options
-
14Typical 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.
15What 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!
16Guiding 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.
17Guiding 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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19Features 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
20The 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
21Expectations Tardy Café
Hallway
22PBS 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).
23PBS 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.
24Faculty 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.
25The 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.
26Problem areas to address this year
- Tardies (both to class and school)
- Monitoring hallways
- The cafeteria
27The 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
28Your 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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