Positive Behavioral Intervention and Support (PBIS) A New Way to Manage

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Positive Behavioral Intervention and
Support(PBIS)A New Way to Manage

• By
• Annie Schave and Emily Smith

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Definition of PBIS

• An approach designed to monitor and teach
  students more acceptable ways to behave through
  positive reinforcement. It is also teaches the
  children how to develop and maintain positive
  social relationships.
• An interactive approach that includes
  opportunities to correct and improve outcomes on
  behavior, practices of strategies, data used to
  analyze progress and changes, and supports needed
  to implement the program.

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Tradition vs. PBIS
Traditional Behavior Management Positive Behavior Prevention and Support (PBIS)
Relies on negative consequences Authoritarian style of discipline Reacting to specific student misbehavior Implementing punishment-based strategies Office Referrals Reprimands Loss of privileges Detentions Suspensions Expulsions Adjusts the system and setting to improve skills School community works together as a team Reinforcing positive social behavior Modeling appropriate behavior Teaching behavioral expectations Rewarding students for following expectations
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Why We Should Use PBIS In Our School?

• PBIS teaches students self regulation of
  behaviors and greater control of their own life.
  (CEP 841)
• It will create an environment where acceptable
  behavior is an everyday occurrence and considered
  normal for the students.
• As teachers, we will continually be assessing our
  reactions to student behavior.
• Instead of assuming behavioral expectations, PBIS
  teaches and models how to behave.

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Key Principals to Remember When Implementing PBIS

• Element 1 Consider the students behavior and
  reason for the behavior to adjust the environment
  for positive change.
• Element 2 Prevent the behavior from occurring.
• Having classroom set up in an appropriate way
• Creating a classroom with well thought out
  procedures
• Planning for lessons that accommodate different
  paced learners
• Element 3 Reward positive behaviors but do not
  reward problem behaviors.
• Element 4 Teaching the students the skills they
  need.
• Element 5 Consider how to act ahead of time.

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Implementing School Wide PBIS

• Components of the System
• Provide proper training with staff
• Establish a school-wide leadership or behavioral
  support team to guide and direct the process.
  This includes the administrator and staff. The
  strategy is then agreed upon by all staff.
• Work together as a staff to create an action plan
  to keep everyone on the same page.
• Develop expectations for student behaviors and
  staff responses.
• Develop procedures for teaching students the
  behavioral expectations.
• Develop procedures for encouraging and
  maintaining these expectations.
• Develop procedures for rule violations.
• Develop procedures for monitoring and evaluating
  the effectiveness of the program.

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Implementing Classroom PBIS

• Use preventative planning.
• Establishing reasonable procedures and rules.
• Model desirable behaviors
• Satisfy students needs
• Maintain positive relationships with students
• Using effective teaching techniques
• Decide when intervention is necessary.
• Look at the situation and decide if it needs
  immediate or delayed intervention.
• Manage surface behavior.
• Consideration of groups, socialization needs, and
  individual characteristics
• Examples Planned ignoring, proximity control,
  signal interference, interest boosting, use of
  humor to help with tension, hurdle help,
  restructuring the classroom program, remove
  seductive objects, antiseptic bounce

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Strategies for Implementing PBIS on an Individual
Basis

• Functional Behavior Assessment The goal of a
  FBA is to determine the purpose behind the
  misbehavior. It is a problem solving process
  that uses several strategies and techniques to
  determine why misbehavior is occurring. It will
  help the IEP team find interventions that will
  positively affect the problem behavior.

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Creating a Functional Behavior Assessment

• Step 1 IEP team identifies and defines the
  problem behavior
• Step 2 IEP team collects information by
  observing the student, interviewing the student,
  interviewing the teacher and then reviews the
  information.
• Step 3 IEP team determines what is learned
  about the behavior and function/purpose of the
  behavior. Decide what to do next.
• Step 4 Team finds and implements appropriate
  intervention through the data. If not
  intervention was determined, recollect data and
  analyze different information such as
  reevaluating the purpose of the behavior. In the
  end the team must work to complete a probable
  explanation of why the student is not behaving
  appropriately, test the hypothesis and develop a
  behavior intervention plan. This plan will
  include the interventions that will make the
  student successful.
• Step 5 Evaluate the effectiveness of the
  interventions. To do this, have the teacher take
  informal observations on effectiveness of the
  interventions.

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How To Know If PBIS Is Effective?

• Informal observations by teachers and
  administrators
• Ask students to self-evaluate their progress
  through surveys and checklists
• Discuss progress with grade level teams
• Frequency counts should show decrease in total
  misbehaviors by students

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Thank You!