What is PBIS Positive Behavior Intervention and Support

What is PBIS?

Positive Behavior Intervention and Support PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior. � OSEP Center on PBIS

Positive Behavior Intervention & Support � For ALL students � Process, not a curriculum � Individualized to your school � Continuous, data-based improvement � Efficiency, effectiveness, and relevance � Teaching social behavior � Integrate social skills into the academic day � Encourage appropriate social development

And most importantly PBIS is �A problem solving approach to addressing behavioral concerns. � It’s not a new piece of the puzzle. � It’s a research based approach to solving your unique puzzle.

Positive Behavior Intervention & Support Behavior Management Academic Achievement School Safety School Climate SOC Interventions School Improvement Plan RTI

School Improvement Academic Whole School Behavior Effective Classroom School Culturally Intensive, Individual Interventions • Tutoring Organization • Functional Behavior Assessment & Responsive • Academic Remediation Plans Behavior Intervention Planning Instruction • Specially Designed Instruction Struggling Students Effective Culturally Targeted Group Interventions Instructional Progress Individuals Responsive • Small group instruction Practices • Social Skills instruction Monitoring Consider. Practices • Focused academic help • Reinforcement of specific skills EC ation for Behavioral sessions • Group Behavioral Strategies Eligibility Related • Classroom Coaching Group Strategies Specially Positive School Universal Effective Services Design/ Designed Climate Instructional Instruction Mental Health Universal Interventions Differentiated Universal Interventions FBA/BIP Behavior Practices Assistance • Effective instructional Instruction • School-wide rules and Interventions Mental Effective Staff practices procedures Focused Positive • Recognition of • Systematic Health Services Development Research-based academic reinforcement Classroom Academic Instruction achievement • Social Skills Management Data Based • Culturally responsive Instruction Ongoing practices • Culturally responsive Decision Classroom Coaching • Data-based decisionpractices Screening and Making and Consultation making • Data-based decision. Assessment • Parent & Community making Parent and Partnerships • Parent & Community Partnerships

Suspensions & Dropouts* � 1 in 10 NC students is suspended 45% higher rate than national average (NC Child Advocacy Institute, 2005) � Students who are suspended are 3 times more likely to drop out (Action for Children NC, 2007)

Contributing Factors School � Traditional Discipline: - Focused on the student’s problem behavior - Goal was to stop undesirable behavior, through the use of punishment. � Positive Behavior Intervention & Support: - Replaces undesired behavior with a new behavior or skill. - PBIS alters environments, teaches appropriate skills, and rewards appropriate behavior.

Why PBIS? � Problems are increasing � Typical responses are inefficient � Schools implementing comprehensive PBIS see long term change ◦ ◦ Reduction of ODR Reduction of suspension Increased staff morale and retention Positive school climate

CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior

KEYS TO SUCCESSFUL IMPLEMENTATION OF PBIS � Administrative Leadership � Team-Based Implementation � Define Behavioral Expectations � Teach Behavioral Expectations � Acknowledge Expected Performance � Monitor and Correct Behavior Errors � Use Data for Decision Making � Build Parent Collaboration

PBIS Team & Meetings �Needs assessment �Monthly meetings ◦ Focused agenda �Monthly status report to school �Action Plan ◦ Measurable goals �Ongoing data analysis Newcomer & Powers (2002)

Monitoring & Decision-making �Specific referral form �Data collection system �Data decision rules �Graphically illustrated data updates �Data drives decision-making Newcomer & Powers (2002)

Teaching and Reinforcing Behaviors � Use your matrix to create a common language � Language must be consistent in order to create consistency ◦ Otherwise, students will still have to learn many different definitions for each expectation 14

The Power of Two Letters � Language is powerful � That’s why we define expectations -- so we can teach what they mean � Use the matrix to teach what the expectations look like using the word “by” � Expectation BY Rule Mascorro, 2008 15

School Wide Behavior Expectations Matrix Expectation Classroom Specials/ Resource Hallway Cafeteria Playground We Respect Ourselves Be my best. Be on Task. Be prepared. Be my best. Be on task. Be prepared. Walk and move carefully. Practice good manners. Play safely Clean up after myself. Keep hands, feet and objects to myself. Share equipment Keep hands and feet to myself. Include others. Listen to adult’s directions. Talk in quiet/ indoor voices. Enter/Exit the building quietly. Follow playground rules. Clean up after myself. Share. Use equipment properly. We Respect Others We Respect Learning We Respect Property Thank you for. Keep hands, feet Listen and follow and objects to showing directions. respect myself. Share materials. BY… for others Listen. Move carefully. Share. staying on the right. Listen to instructions. Give your best. Listen to instructions. Do/Give my best effort. Help others. Stay on the right. Give others proper space. Be quiet in hallways. Thank you for Respecting Use materials Property BY… Use equipment properly. Keep hands and materials and Cleaning up after Help keep room feet to myself. furniture properly. yourself. clean. 16

Behavioral Correction � “By… tells me…” ◦ By touching your neighbor, it tells me we should review where you are seated. ◦ By putting your hands on the walls, it tells me we must review the hallway expectations again. 17

Correct Student Behavior Errors � � � Signal that an error has occurred Refer to rules Ask for an alternative appropriate response Provide an opportunity to practice the skill Provide verbal feedback 18

Acknowledgement System 19

Why Develop a School-wide Acknowledgement System? � Increases the likelihood that desired behaviors will be repeated � Focuses staff and student attention on desired behaviors � Fosters a positive school climate � Reduces the need for engaging in time consuming punitive disciplinary measures 20

Goals of Acknowledgement � Create a learning environment where students are engaged and successful � Teach, support, and encourage students to be “self-managers” � Help students generalize the skills they learn in school to life experiences beyond school (Horner, 2009) 21

Main Messages: Acknowledgement � Rewards are a core feature of building a positive school culture � Rewards make a difference �Initial behavior change �Sustained behavior change (Doolittle, 2006) � Rewards do NOT inhibit intrinsic motivation � Rewards can be used effectively in all school ◦ However , they can be used inappropriately contexts (Horner, 2009) 22

Acknowledgement Guidelines � Acknowledge frequently in the beginning � Acknowledgement should be contingent on students engaging in the desired behavior(s) � Refrain from taking back a reinforcer that has been earned, or threatening the loss of reinforcement � Students should be eligible to earn acknowledgement throughout the day 23

Acknowledgement Example �Reward the “behavior” not the “person” ◦ Say this: “You were working hard, ontask and quiet during independent seat work…that is respectful of others trying to get their work done… nice job. ” ◦ Rather than: “You are selected as student of the week. Congratulations!” (Horner, 2009) 24

Looking At The Big Picture! Instructional Time Lost for Students ◦ Each minor incident takes an administrator about 25 minutes to process ◦ Students are losing instructional time when minor incidents are handled in the office ◦ Classes are interrupted whenever the teacher has to write up a student and get him/her to the office 25

The Next Step: Discipline Referral Process: This process must be defined, taught, and agreed upon with all staff and must include definitions for: �major discipline incidents �minor discipline incidents �emergency or crisis incidents �a continuum of discipline procedures 26