PBIS –

ODR –

BIG 5 –

SpEd –

GenEd –

FBA –

BIP –

SET –

TIC –

RtI –

SAS –

BOQ –

EBD –

ASD –

IEP –

LRE –

FAPE –

RC –

CICO –

CPM –

CPI –

NHA –

www.pbis.org

Positive Behavior Interventions and Supports (PBIS) 101

A systems approach for establishing the social culture (positive, effective, achieving, and caring school and classroom environments) and behavioral supports needed for a school to be an effective learning environment for all students.

3 Core Features: Common Language, Teaching of Expectations, Acknowledgement of Positive Behaviors

Research evidence-based features of PBIS ◦ Prevention ◦ Define and teach positive social expectations ◦ Arrange consistent consequences for problem

behavior

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

We establish a positive culture by

purposefully being: * predictable

1. common language

2. common vision (understanding of expectations)

3. common experience (everyone knows)

* positive

regular recognition for positive behavior

* safe

violent and disruptive behavior is not tolerated

* consistent

adults use similar expectations.

(ALL students ALL settings ALL times)

Historical Development of PBIS

1980s. During the 1980s, a need was identified for improved selection,

implementation, and documentation of effective behavioral

interventions for students with behavior disorders (BD) (Gresham,

1991; Sugai & Horner, 1999; Walker et al., 1996). In response,

researchers at the University of Oregon began a series of applied

demonstrations, research studies, and evaluation projects. These efforts

indicated that greater attention should be directed toward prevention,

research-based practices, data-based decision-making, school-wide

systems, explicit social skills instruction, team-based implementation

and professional development, and student outcomes (Biglan, 1995;

Colvin, Kame’enui, & Sugai, 1993; Horner, Sugai, & Anderson, 2010;

Lewis & Sugai, 1999; Mayer, 1995; Sugai & Horner 2002).

1990s. In the reauthorization of the Individuals with Disabilities Act of 1997, a grant to establish a national Center on Positive Behavioral Interventions and Supports was legislated to disseminate and provide technical assistance to schools on evidence based practices for improving supports for students with BD. Given the results of their work in the 1980s, researchers at the University of Oregon successfully competed for the opportunity to develop the PBIS Center.

2000s. The National Technical Assistance (TA) Center on PBIS is currently in Year 14 (third 5-year grant cycle), and has assisted in shaping the PBIS framework (also referenced as “school-wide positive behavior supports”), and providing direct professional development and technical assistance to more than 16,000 schools.

Included in the 16,000 school teams that

have been trained on the PBIS

implementation framework (especially, tier

1 or primary prevention), are 3 states with

more than 60% of schools involved in

PBIS implementation, 9 states with more

than 40%, and 16 states with more than

30%.

Surgeon General’s

Report on Youth

Violence (2001)

Coordinated Social

Emotional & Learning

(Greenberg et al., 2003)

Center for Study &

Prevention of Violence

(2006)

White House

Conference on School

Violence (2006)

Positive, predictable school-wide

climate

High rates of academic & social

success

Formal social skills instruction

Positive active supervision &

reinforcement

Positive adult role models

Multi-component, multi-year school-

family-community effort

VIOLENCE PREVENTION

Common Misconceptions About PBIS

Misconception #1: “PBIS is an intervention or practice.”

Although PBIS is comprised of research-based behavioral practices and interventions that have been shown to improve social behavior and academic achievement, PBIS is more accurately described as a “framework” or “approach” that provides the means of selecting, organizing and implementing these evidence-practices.

•The PBIS framework includes practices that provide students with feedback on the accuracy and use of their social skills and behaviors, in the same manner that feedback is provided for successful and accurate academic performance.

•When new and/or difficult social skills are being acquired, more teacher and external feedback systems might be used to give students information about their social behavior.

•However, as students become more fluent in their use of social skills, external feedback systems are reduced and replace by more natural environmental and/or self-managed feedback (Akin-Little & Little, 2009; Akin-Little, Eckert, Lovett, & Little, 2004).

Common Misconceptions About PBIS

Misconception #2: “PBIS emphasizes the use of

tangible rewards which can negatively affect the development of intrinsic motivation.”

Starting Points:

We can’t ‘make’ students learn or behave.

We CAN create environments to increase

the likelihood students will learn and

behave.

Assume nothing, TEACH everything!

Core Principles/Beliefs of PBIS

1. We can effectively teach appropriate behavior to all children.

All PBIS practices are founded on the assumption and belief that all children can exhibit appropriate behavior.

2. Intervene early.

It is best practices to intervene before targeted behaviors occur. If we intervene before problematic behaviors escalate, with highly effective universal systems, than secondary interventions are much more manageable.

3. Use of a multi-tier model of service delivery.

PBIS uses an efficient, needs-driven resource

deployment system to match behavioral resources with student need.

To achieve high rates of student success for all students, academic and behavior instruction must be differentiated in both nature and intensity.

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions

Individual Students

Assessment-based

High Intensity

Intensive, Individual Interventions

Individual Students

Assessment-based

Intense, durable procedures

Targeted Group Interventions

Some students (at-risk)

High efficiency

Rapid response

Targeted Group Interventions

Some students (at-risk)

High efficiency

Rapid response

Universal Interventions

All students

Preventive, proactive

Universal Interventions

All settings, all students

Preventive, proactive

Designing School-Wide Systems for Student Success

4. Use research-based, scientifically validated interventions to the extent available.

No Child Left Behind requires the use of scientifically based curricula and interventions.

The purpose of this requirement is to ensure that students are exposed to curriculum and teaching that has demonstrated effectiveness for the type of student and the setting.

5. Monitor student progress to inform interventions.

The only method to determine if a student is improving is to monitor the student's progress.

The use of assessments that can be collected frequently and that are sensitive to small changes in student behavior is recommended.

6. Use data to make decisions.

A data-based decision regarding student response to the interventions is central to PBIS practices.

This principle requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioral intervention planning decisions.

DATA DATA DATA DATA

SET = School-wide Evaluation Tool

• The SET is completed by an independent evaluator to assess a school’s fidelity of school-wide implementation.

BOQ = Benchmarks of Quality

Leadership/coach team completes

TIC = The Team

Implementation

Checklists

The TIC is designed to

help in creating school-

wide action plans and

evaluating the status of

implementation activities.

SAS = Self-Assessment

Survey

Whole staff completes

Share: What are the expectations at your school? Does everyone know them? How do you know?

Behavioral Expectations The primary prevention of PBIS consists of rules, routines, and

physical arrangements that are developed and taught by school staff to prevent initial occurrences of behavior the school would like to target. At the end of the year, a researcher should be able to walk into the school (SET) and ask 15 random students to name

the behavioral expectations and 70% or better of the students should be able to tell the researcher what they are.

What is important to you? To staff? To parents/families?

Consistency with Rules: A few rules that are always enforced are

better than many rules that are enforced sporadically.

Being consistent will help students know what is expected of them everyday.

Decide what is important to you in your classroom and let the students know.

Share: What does your matrix look like? Did you have input? Do you agree?

Describing Appropriate Behavior in Actions

The school team would then build a matrix (graph) listing the behavioral expectation in a horizontal row. There would be column labels above the behavioral expectations listing all the areas in the school where this behavior could be: 1) taught, 2) modeled, 3) practiced, and 4) observed. 1) commons area, 2) cafeteria, 3) gymnasium, 4) bus, 5) hallway, 6) restroom, and 7) sidewalks.

Bel Air TIGERS

School-wide Behavior Expectations Matrix

Bus

Bathroom Assembly Hallway Playground Cafeteria IMC/Computer

Lab

Respectful Follow adult

and patrol

directions

Share your

seat

Use a quiet

voice

Respect others

& bus

Give privacy

Use a quiet

voice

Take turns

Respect

school

property

Follow

directions

Listen, watch,

and participate

appropriately

Follow

directions

Keep

personal space

Use a whisper

voice

Follow

directions

Invite others

Take turns

Be a good

sport

Follow

directions

Use manners

Use a quiet

voice

Keep

personal space

Follow directions

Use a quiet

voice

Keep personal

space

Responsible Walk to the

bus

Keep hands

and feet to self

Stay in seat

Report

problems

Flush, wash

with soap

Keep

bathroom neat

Use

bathroom

pass

Report

problems

Keep hands

and feet to self

Be a good

example

Walk

Keep right

Use hallway

pass

Keep

hallways neat

and clean

Share, take

care, and

return

equipment

Report

problems

Take only

what you will

eat

Clean up your

space

Walk

Return books on

time

Use shelf

markers

Treat materials

and equipment

with care

Ready to

Learn

Keep track of

your belongings

Help others

when needed

Watch for bus

stop

Return to

class or line

quickly

Watch, listen &

enjoy

Leave

respectfully

Move safely

with purpose

Be prepared

for class

Stay active

Be prepared

for weather

Stay in line

Know your

PIN and lunch

choice

Help others

when needed

Use time

wisely

Use time wisely

Choose wisely

Use permitted

websites

Share: What is in place at your school?

Lesson Plans/Teaching Strategies of Appropriate Behavioral Actions

The building leadership team would then decide how they were going to teach these behaviors to the students. Some schools choose to have stations and rotate all the children through various locations where the adults act out the appropriate behaviors relevant to each area, other schools use video modeling, assemblies, or structured homeroom activities.

BEL AIR EXPECTATIONS IN ROOM

WHEN YOU

ARRIVE

Transition MATH READING/

Lang. Arts

END OF

THE DAY

RESPECT *Keep hands and feet to self

*Show respect for other’s property

*Follow directions

*Use whisper voices in hallways

*Be patient

*Follow directions

*Complete daily warm up quietly

*Raise your hand

*Stay focused with class

*Listen quietly

*Work and listen quietly

*Raise your hand

*Stay focused with the class

*Walk to buses or cars on time

*Quiet talking

*Polite to others

RESPONSIBILITY *Hang up belongings neatly

*Have planner open and ready

*Organize your school materials

*Follow the directions listed on the board

*Sign in for lunch

*Organize materials quickly

*Walk with a purpose to your class

*Keep hands and feet to self

*Keep right

*Focus during instruction

*Follow directions

*Eyes on teacher

*Quiet during tests

*Do homework

*Correct in pen

*Focus during instruction

*Follow directions

*Eyes on teacher

*Quiet during tests

*Do all homework

*Correct in pen

*Stay at desk

*Check mailboxes

*Do jobs

*Put chairs up

*Write in planners

READY

TO LEARN

*Do morning organizing/assignment

*Listen for announcements

*Have materials out for first class/planners

*Use restroom

*Listen to teacher

*Materials for class are out and ready

*Homework is done

*Sit quietly

*Wait for directions

*Bring materials to class: -Math journal/Study Link/SRB

-notebook

-folder

-planner

-pencil/pen

*Bring materials to class: -practice book/novel/anthology

-planner

-folders/notebooks for reading/writing

-homework

-pen/pencil -reading calendars

*Have backpack ready to go

*Stand/sit quietly at desk

*Watch tv for bus numbers

*Listen

EXPECTATIONS IN ROOM

WHEN YOU

ARRIVE

MORNING

MEETING

MATH READING END OF

THE DAY

Cooperation

Assertion

Responsibility

Empathy

Self-Control

Classroom-wide positive expectations specifically taught & acknowledged

Teaching classroom routines & cues taught

5:1 Ratio of 5 positives to 1 negative adult-student interaction

Active supervision

Redirect for minor, infrequent behavior errors

Frequent precorrections for chronic errors

Effective academic instruction & curriculum

Classroom

Share: What does your school use?

Observing and Praising Appropriate Behavioral Actions

The building leadership team would also determine how

they intended to acknowledge students exhibiting the appropriate behaviors. Specific praise is extremely important in increasing the reoccurrence of appropriate behavior.

Acknowledging School-Wide

Expectations: Rationale To learn, humans require regular &

frequent feedback on their actions

Humans experience frequent feedback from others, self, & environment ◦ Planned/unplanned ◦ Desirable/undesirable

Without formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors.

Positive expectations & routines taught & encouraged

Active supervision by all staff ◦Scan, move, interact

Precorrections & reminders Positive reinforcement, use acknowledgement sytem.

Non-classroom Settings

RELATIONSHIPS Children (people) don’t care what you

know, until they know you care.

Continuum of positive behavior support for all families

Frequent, regular positive contacts, communications, & acknowledgements

Formal & active participation & involvement as equal partner

Access to system of integrated school & community resources

Family

• Function-based behavior support planning

• Team & data-based decision making

• Whole child-centered planning & wraparound supports

• Targeted social skills & self-management instruction

• Individualized instructional & curricular accommodations

Individual Student

All behavior is a form of communication.

Behaviors are what people do.

Refrain from confusing feelings and emotions as behaviors.

Appropriate behaviors are noticed less often than problematic behaviors. (brain research)

Social/Junk behaviors are dependent on the actions and reactions of those in the environment.

Behaviors ~ Knowing what to describe

Students don’t have challenging behaviors, they

have functional behaviors that challenge us.

When working with children struggling with behaviors your ultimate goal is to preserve the human dignity no matter what

the behavior.

Hate the behavior not the child.

Reactive responses are predictable….

When we experience an aversive situation, we select the intervention that will produce immediate relief by:

• Removing student, • Removing ourselves, • Modifying the physical environment, or • Assigning responsibility for change to the student and/or others.

Echo

Life is like an echo and what you send out is what you will get back.

If you do not like the way your relationship is working –

If you do not like the interactions you are having –

start with yourself.

Challenges: TIME!!!! Attitudes……. Continued staff buy-in Providing ongoing training and support

Kari Hosmer Valentine Hills and Bel Air Elementary School Mounds View Public Schools 651-621-6341 or kari.hosmer@moundsviewschools.org