PBIS

Positive Behavioral Interventions and Supports

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL CHILDREN

•Effective instruction•Increased prompts/cues•Pre-correction

•Functional assessment•Effective Interventions•Involve child

TARGETED INTERVENTIONS

•possible involvement of specialists

INTENSIVE PREVENTION AND INTERVENTION

•Wraparound planning• Placement decisions

•Effective instruction•Crisis management plans •Special Services

UNIVERSAL SYSTEMS

•Clear expectations•Teach expectations•Facilitate success

•monitor•Rules, routines, and physical arrangements

•Planned and implemented by all in home

Systems of Positive Behavior Support:

BIG 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

Discipline Works When ….

Prevention creates more Positive than negative consequences

Punishment(Failure)Reinforceme

nt(success)

4 : 1

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)

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

ALL STUDENTS

UNIVERSAL SYSTEMS

•Clear expectations•Teach expectations•Facilitate success

•School-wide data•Rules, routines, and physical arrangements

•Planned and implemented by all adults in school

•Effective instruction•Increased prompts/cues•Pre-correction

•Functional assessment•Effective Interventions•Individuals/small #s

TARGETED INTERVENTIONS

•Key teachers and specialists implement

INTENSIVE PREVENTION AND INTERVENTION

•Wraparound planning•Alternative placements

•Effective instruction•Crisis management plans •Special Education

Administrator Discipline Time Cost/Benefit Analysis

Urban Elementary, Baltimore, MDReferral = 20 minutes

Suspension = 45 minutes

Baseline

1999-2000

Year 1

2000-2001

Year 2

2001-2002

Average Yearly

Time Savings

Administrator Minutes

•Office Discipline Referrals

(savings from baseline)

•Disciplinary Suspensions

(savings from baseline)

6080

3465

1080

(5000)

1440

(2025)

460

(5620)

990

(2475)

(11.06 days)

(4.69 days)

Total yearly savings in workdays 14.6 days 16.8 days 15.75 days

Total realized savings $6024.84 $6932.69 $6478.77

Obtain 80% Staff Consensus

A “YES” vote means that I agree to: Provide input in determining what our school’s

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

Predictable Problems Summary

Lunchroom When Who What Why

At arrival / dismiss During lunch

All Running, y elli ng, pushing, messes, poor manners, no clean-up, loud

-Slow transitions mean back-ups -Table to lunch rush -Inconsistent lunchroom aid tolerance -Al l are punished for the actions of few

Hal lways and Walkways

When Who What Why Transitions – homeroom to portables

All Run, trip , hit , wanderi ng, slow, safety issue, don’t know which kids should be there

Insufficient supervision, no uniform routine

Collaborative Solutions

Lunchroom Rules:

-eat your own food -remain seated -raise hand to move -use an inside voice -respect adults

Routines and Arrangements: -Teachers pick-up students from table and not hallway -use hand signal as consistent signal for quiet -one teacher dismissal at a time from the lunchroom -lunch with adults at picnic table only – must be signed out -empower lunch aids -be sharp on arrival and dismissal times

Wait on these issues or do in the future: -students sit facing one another

-use video instructions -“Friendly Friday”

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)

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)

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee

Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior

Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Prevent drug use High/at-risk drug users

Don

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Sample Teaming Matrix

Teaching Matrix Activity 

 

  

Classroom Lunchroom Bus Hallway Assembly

Respect Others

Use inside voice

Eat your own food

Stay in your seat

Stay to rightArrive on time to speaker

Respect Environment & Property

Recycle paper

Return traysKeep feet on

floorPut trash in

cansTake litter with you

Respect Yourself

Do your bestWash your

handsBe at stop on

timeUse your

wordsListen to speaker

Respect Learning

Have materials

ready

Eat balanced diet

Go directly from bus to

class

Go directly to class

Discuss topic in class w/

others

Tenets of Kenwood Pride

•Be there and prepared

•Live responsibly

•Uphold integrity

•Earn and give respect

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

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

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

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write re ferra l to office

Adminis trator determine s

conse quence

Adminis trator follows through

on consequence

Adminis trator provides te ache r

feedback

Write the s tudent a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Incident Repor ts

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning•Once written, file a copy with administrator•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Incident Repor ts

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

Decision

Flowchart

Who?

0

10

20

Number of Referrals per Student

Students

When?

0

5

10

15

20

25

30

Number of Referrals

7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

Where?

0

10

20

30

40

50

Number of Office ReferralsBath R Bus A Bus Caf Class Comm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Skill Name

Getting Help(How to ask for assistance for difficulty tasks)

Teaching Examples

1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.

Kid Activity

1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.

After the Lesson(During the Day)

1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.

“Cool Tool”

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

Resources

• www.pbis.org

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