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
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