school-wide positive behaviour support
DESCRIPTION
School-wide Positive Behaviour Support. [name] [organization]. Website: http://bcpbs.wordpress.com. Goals of this Session. Describe the reason for approaching student behaviour from a systems level Explain the essential elements of School-wide PBS Show some school outcomes. - PowerPoint PPT PresentationTRANSCRIPT
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School-wide Positive Behaviour Support
[name]
[organization]
Website: http://bcpbs.wordpress.com
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Goals of this Session
1. Describe the reason for approaching student behaviour from a systems level
2. Explain the essential elements of School-wide PBS
3. Show some school outcomes
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The New Yorker
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The “Get Tough” approach:Assumption that “problem” student…
Is inherently “bad” Will learn more appropriate behaviour
through increased use of aversives Will be better tomorrow…
…after the suspension
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Science and our experiences have taught us that students…. Are NOT born with “bad behaviours” Do NOT learn when presented with
increasing levels of punishment
…Do learn better ways of behaving by being taught directly & receiving positive feedback
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SYST
EMS
PRACTICES
DATASupportingStaff Behaviour
SupportingDecisionMaking
SupportingStudent Behaviour
PositiveBehaviourSupport OUTCOMES
Social Responsibility &Academic Achievement
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SYST
EMS
PRACTICES
DATASupportingStaff Behaviour
SupportingDecisionMaking
SupportingStudent Behaviour
PositiveBehaviourSupport OUTCOMES
Social Responsibility &Academic Achievement
Not specific practice or curriculum…it’s ageneral approach
to preventing problem behaviour
and encouragingprosocial behaviour
Not limited to anyparticular group of
students…it’sfor all students
Not new…based ona long history of
effective educationalpractices & strategies
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Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Interventions:Specialized Group
Systems for Students with At-Risk Behaviour
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behaviour
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOUR
SUPPORT
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What does PBS look like?
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Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Interventions:Specialized Group
Systems for Students with At-Risk Behaviour
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behaviour
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOUR
SUPPORT
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School-wide & Class-wide Systems1. Define school-wide expectations
(i.e., social competencies)
2. Teach and practice expectations
3. Monitor and acknowledge prosocial behaviour
4. Provide instructional consequences for problem behaviour
5. Collect information and use it for decision-making
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Critical Features of EffectiveSchool-wide Expectations Small number
2 to 5 Broad
Cover all expected behaviours Memorable Positively stated
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Bernard ElementaryChilliwack School DistrictPositive Behaviour Support Program
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LESSON PLAN
LESSON PLAN
LESSON PLAN
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On-going Acknowledgement of Appropriate Behaviour Every faculty and staff member
acknowledges appropriate behaviour 5 to 1 ratio of positive to negative contacts
System that makes acknowledgement easy and simple for students and staff
Different strategies for acknowledging appropriate behaviour (small frequent incentives more effective)
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Are “rewards” dangerous?“Our research team has conducted a series of reviews and analysis of the literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” Cameron, 2002
See also: Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001
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Discourage Problem Behaviours Do not ignore problem behaviour Provide clear guidelines for what is
handled in class vs. sent to the office Use mild, instructional consequences Remember the PURPOSES of negative
consequencesProvide more practicePrevent escalation of problem behavioursPrevent/minimize reward for problem
behaviours
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Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Interventions:Specialized Group
Systems for Students with At-Risk Behaviour
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behaviour
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOUR
SUPPORT
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Targeted Interventions Efficient systems for students who need
additional support beyond universal programsContinuously availableRapid access (within 72 hrs.)Consistent with school-wide systemAll school staff have access/knowledge
Should work for most (but not all) students
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Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Interventions:Specialized Group
Systems for Students with At-Risk Behaviour
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behaviour
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOUR
SUPPORT
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Intensive Individual Interventions
Individualized, function-based behaviour support
Identify what basic need students are trying to meet with problem behaviourTeach adaptive, prosocial skills to meet those
needsChange environments to make problem
behaviour less likelyStop inadvertently making problem behaviour
worse
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Does PBS make a difference in Canada?
Kelm, J. L., McIntosh, K.,& Cooley, S. (under review). Effects of implementing school-wide positive behaviour support on social and academic outcomes. Good, C., McIntosh, K., & Gietz, C. (2011). Integrating bullying prevention into School-wide Positive Behaviour Support. Teaching Exceptional Children, 44(1), 48-56. McIntosh, K., Bennett, J. L., & Price, K. (2011). Evaluation of social and academic effects of school-wide positive behaviour support in a Canadian school district. Exceptionality Education International, 21, 46-60.
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BC Elementary School Example:Office Discipline Referrals
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What does a reduction of 266 discipline referrals mean?Kay Bingham Elementary
Savings in School Staff time
(ODR = 15 min)
3,990 minutes 67 hours 8 8-hour days
Savings in Student Instructional time
(ODR = 30 min)
7,980 minutes 133 hours 17 6-hour school
daysGet the cost-benefit calculator at: www.pbismaryland.org!
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BC Elementary School Example:Out of School Suspensions
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Student Satisfaction Survey: Grade 4
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FSA Results 2008-09: Grade 4
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How do we implement PBS?
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Needs of PBS Staff Support
3-4 year commitment Proactive instructional approach
Resources Administrative leadership Time (FTE)
Monitoring Data systems
Office discipline referral systems Implementation surveys (e.g., pbisassessment.org)
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Where can I learn more about PBS?
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Resources
Websites: bcpbs.wordpress.com promisingpractices.research.educ.ubc.ca pbis.org
Making Connections ConferenceRichmond, BC Nov. 1 – 2, 2012
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Contact Information
Nameemail
address
Website: http://bcpbs.wordpress.com