What is Positive Behavior Intervetions and Supports PBIS

What is Positive Behavior Intervetions and Supports (PBIS)?

4 PBIS Elements What Does PBIS Emphasize?

What is a Continuum of PBIS? Primary Prevention: (Universal) School-/Classroom. Wide Systems for All Students, Staff, & Settings Tertiary Prevention: (Intensive) Specialized Individualized Systems for Students with High-Risk Behavior FEW ~1 -3% ~3 -7% SOME ALL ~80 -95% of Students Secondary Prevention: (Targeted) Specialized Group Systems for Students with At-Risk Behavior

Primary Prevention - Reduce New Cases of Problem Behavior PBIS Systems and Practices at the Primary (Universal) Level

Defining and Teaching Expectations

School Wide Expectations s e l Ru

On-going System for Acknowledging Appropriate Behavior

System for Responding to Behavior Violations SWIS Office Referral Form __________________ _________ Staff Office _________ Managed __________________ _________

S T PBIS in the O Classroom I C

Secondary Intervention - Reduce Current Cases of Problem Behavior PBIS Systems and Practices at the Secondary (Targeted) Level

Check In – Check Out Student Recommended for CI/CO Implemented CI/CO Coordinator Summarizes Data for Decision Making Morning Check-In Parent Feedback Regular Teacher Feedback Weekly CI/CO Meeting to Assess Student Progress Afternoon Check-Out Continue Program Revise Program Exit Program

Implementation: Data is Used to Monitor and Make Decisions at a PBIS School Is implementation occurring with integrity? Outcome: Is PBIS Benefiting Students?

Specific Steps are Utilized when Analyzing ODR Data STEP 1 Do we have a problem? STEP 2 What is the precise nature of the problem? STEP 3 Why does the problem exist & what should we do about it? STEP 4 What are the actual specifics of our plan? STEP 5 Is our plan being implemented? Is the plan having the desired effect? (Review data)

Specific Elements are Considered when Developing a Plan of Action ü ü ü Prevention Teaching Recognition Extinction Consequences Monitoring

What Predicts Success? Academic Indicators: % students below grade level in reading the year prior to beginning implementation Socio-cultural Factors: SES, Ethnicity, Student Stability, % disability, School size, Teacher-student ratio Behavioral Indicators prior to PBIS implementation: % of students who receive office referrals, OSS, ISS Process Variables: Administrative support Effective team functioning Effective school-wide encouragement