Post on 18-Dec-2015
Positive Behavior Support
PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.
Positive Behavior Support
Is based on decades of research from the fields of:Behavioral theoryEffective InstructionSystems Change
PBS is
Not specific practice or curriculum…it is a general approach to preventing problem behavior
Not limited to any particular group of students…it is for all students
Not new…it is based on long history of behavioral practices & effective instructional design & strategies
Components of SW PBS
1. School-wide System SW-PBS Team School Rules Define & Teach:
Expectations Routines
Acknowledgment System Consequences & Decision
Making Handbook
2. Classroom Support Training/ Support
opportunities Individual Teacher
Support
3. Individual Student System Targeted Group
Interventions FBA/BSP – Intensive
Individualized InterventionsFocus of Year 1
Years 2-3: Continuing Development
1. School-wide System SW-PBS Team School Rules Define & Teach:
Expectations Routines
Acknowledgment System Consequences & Decision
Making Handbook
2. Classroom Support Training/ Support
opportunities Individual Teacher
Support
3. Individual Student System Targeted Group
Interventions FBA/BSP – Intensive
Individualized Interventions
Focus of Years 2 & 3
PBS: Defining Features
Teaching Expected Behavior Increase Structure and Predictability by explicitly
teaching Behavioral Expectations and Routines. Reduce the mystery and chaos by making expectations
explicit through formal teaching Develop a “United Front” across all staff through
consistent language & expectations Increased Structure + Decreased Chaos = Fewer
Problems
PBS: Defining Features
Acknowledging Socially Competent (Expected) Behavior Teaching alone is not enough, we also need to
regularly Reinforce students for following expectations
Improving the School Climate By increasing the number of Positive Interactions
between staff and students we are improving the school climate & building relationships.
PBS: Defining Features Responding to Inappropriate Behavior
Consistency among staff Office-managed problem behavior versus Staff-managed problem b
ehavior Deciding on consequences for each type of behavior
E.g., re-teaching school rules at “Rule School” for multiple displays of ‘Staff-managed Behavior’
When does a staff-managed problem turn into an office-managed problem?
Using data for Decision Making Deciding on a system to collate data (eSIS, Excel, paper and
pencil) – that will allow team to quickly examine data summaries and trends
Teaching Behavioral Expectations & Routines Basic Strategy for Establishing Behavioral
Routines1. Explain2. Specify Student Behaviors3. Model Desired Behavior4. Lead - Student Practice – each individual student
should get an opportunity to practice the routine5. Test/ Monitor6. Follow-up -- reinforce & review regularly
Teaching Behavioral Expectations & Routine Make lessons fun and engaging, just like any lesson
should be Make instruction developmentally appropriate Lessons can be more challenging with older kids;
may rely more on verbal explanation of rules, with practice as a response for not following rules & regular reinforcement for following rules
Although, practice is always very valuable Choose skills to teach wisely Presentation & attitude are important
Acknowledgment Systems
Purpose: To reinforce school rules, behavioral expectations & positive
behavior
Promote a more positive school environment School-wide 5:1 positive/negative interaction ratio Regular school-wide celebration of positive behavior
Increase positive interactions between staff & students
Prompt busy adults to remember to reinforce positive behavior
NegativesPositives
School-wide Foundation
It is important that an Acknowledgment system is accessible to ALL students all the time
Schools can also have other systems for recognizing students Classroom reward system in addition to school-wide
system Perfect attendance Honor Roll
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
Acknowledgment Systems
Big pay-off for limited expense Immediate reinforcement with tickets that are
accessible to all students
Link with school wide celebration of positive behavior Lottery system helps to keep incentives cheap
Lot of kids have chance to win… but pay out is cheap Small tangible rewards Public recognition is often powerful
Acknowledgment Systems
Research shows that when we 1) Set our standards for reinforcement high (set a high level of
performance) and 2) Don’t give rewards each and every time behavior(s) occur
(make it unexpected)
The likelihood that behavior decreases over time (e.g.- decrease in intrinsic motivation) does not occur
Cameron, J., K.M., Pierce, W.D. (2001). Pervasive Negative Effects of Rewards on Intrinsic Motivation: The Myth Continues. The Behavior Analyst, 24, 1-44. (Meta-analysis that examines two previous meta-analysis (Cameron & Pierce (1994) and Deci, Koestner & Ryan (1999)) - with differing results pertaining to effects of praise and tangible rewards on intrinsic motivation.
Focus of Acknowledgment System
Beginning of year Heavy emphasis on reinforcing all school rules & expectations
As year progresses and specific areas of concern come up in the school Can begin to target specific behaviors or areas that the data has
shown to be difficult i.e. hallway behavior, appropriate language, etc.
Returning from breaks, or entering months in which there were higher referrals in previous years May want to re-teach expectations & remind staff to boost up
use of acknowledgments
Frequently Asked Questions
Should we track Positive Referrals?Track it broadly, not individually
Are teachers going through enough referral pads?
How many should be given out?Better to err on the side of more than lessNeed to be genuine & verbally paired w/
reason, not handed out indiscriminately
Frequently Asked Questions
Shouldn’t students be expected to do these things without being rewarded?
1) Sure, BUT students are bringing a varied set of experiences and skills to school, unfortunately some students may not get enough acknowledgment at home
2) How many of you feel you get acknowledged often enough for the work you do?
3) This system should not replace regular verbal praise and pats on the back for students …all this system provides in addition for most students is a small piece of paper
4) This system is as much to help remind the adults to catch kids doing the right thing in school… we get busy and too often get caught up focusing on predominantly negative behavior (5 to 1 ratio)
PBS Incident Triangle
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PBS Incident Triangle
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