School-wide Positive Behaviour Support

School-wide Positive Behaviour Support

[name]

[organization]

Website: http://bcpbs.wordpress.com

http://kentmcintosh.wordpress.com/

Goals of this Session

1. Describe the reason for approaching student behaviour from a systems level

2. Explain the essential elements of School-wide PBS

3. Show some school outcomes

The New Yorker

The “Get Tough” approach:Assumption that “problem” student…

Is inherently “bad” Will learn more appropriate behaviour

through increased use of aversives Will be better tomorrow…

…after the suspension

Science and our experiences have taught us that students…. Are NOT born with “bad behaviours” Do NOT learn when presented with

increasing levels of punishment

…Do learn better ways of behaving by being taught directly & receiving positive feedback

SYST

EMS

PRACTICES

DATASupportingStaff Behaviour

SupportingDecisionMaking

SupportingStudent Behaviour

PositiveBehaviourSupport OUTCOMES

Social Responsibility &Academic Achievement

SYST

EMS

PRACTICES

DATASupportingStaff Behaviour

SupportingDecisionMaking

SupportingStudent Behaviour

PositiveBehaviourSupport OUTCOMES

Social Responsibility &Academic Achievement

Not specific practice or curriculum…it’s ageneral approach

to preventing problem behaviour

and encouragingprosocial behaviour

Not limited to anyparticular group of

students…it’sfor all students

Not new…based ona long history of

effective educationalpractices & strategies

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Interventions:Specialized Group

Systems for Students with At-Risk Behaviour

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOUR

SUPPORT

What does PBS look like?








~80% of Students

~15%

~5%



SUPPORT

School-wide & Class-wide Systems1. Define school-wide expectations

(i.e., social competencies)

2. Teach and practice expectations

3. Monitor and acknowledge prosocial behaviour

4. Provide instructional consequences for problem behaviour

5. Collect information and use it for decision-making

Critical Features of EffectiveSchool-wide Expectations Small number

2 to 5 Broad

Cover all expected behaviours Memorable Positively stated

Bernard ElementaryChilliwack School DistrictPositive Behaviour Support Program

LESSON PLAN

LESSON PLAN

LESSON PLAN

On-going Acknowledgement of Appropriate Behaviour Every faculty and staff member

acknowledges appropriate behaviour 5 to 1 ratio of positive to negative contacts

System that makes acknowledgement easy and simple for students and staff

Different strategies for acknowledging appropriate behaviour (small frequent incentives more effective)

Are “rewards” dangerous?“Our research team has conducted a series of reviews and analysis of the literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” Cameron, 2002

See also: Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

Discourage Problem Behaviours Do not ignore problem behaviour Provide clear guidelines for what is

handled in class vs. sent to the office Use mild, instructional consequences Remember the PURPOSES of negative

consequencesProvide more practicePrevent escalation of problem behavioursPrevent/minimize reward for problem

behaviours








~80% of Students

~15%

~5%



SUPPORT

Targeted Interventions Efficient systems for students who need

additional support beyond universal programsContinuously availableRapid access (within 72 hrs.)Consistent with school-wide systemAll school staff have access/knowledge

Should work for most (but not all) students








~80% of Students

~15%

~5%



SUPPORT

Intensive Individual Interventions

Individualized, function-based behaviour support

Identify what basic need students are trying to meet with problem behaviourTeach adaptive, prosocial skills to meet those

needsChange environments to make problem

behaviour less likelyStop inadvertently making problem behaviour

worse

Does PBS make a difference in Canada?

Kelm, J. L., McIntosh, K.,& Cooley, S. (under review). Effects of implementing school-wide positive behaviour support on social and academic outcomes. Good, C., McIntosh, K., & Gietz, C. (2011). Integrating bullying prevention into School-wide Positive Behaviour Support. Teaching Exceptional Children, 44(1), 48-56. McIntosh, K., Bennett, J. L., & Price, K. (2011). Evaluation of social and academic effects of school-wide positive behaviour support in a Canadian school district. Exceptionality Education International, 21, 46-60.

BC Elementary School Example:Office Discipline Referrals

What does a reduction of 266 discipline referrals mean?Kay Bingham Elementary

Savings in School Staff time

(ODR = 15 min)

3,990 minutes 67 hours 8 8-hour days

Savings in Student Instructional time

(ODR = 30 min)

7,980 minutes 133 hours 17 6-hour school

daysGet the cost-benefit calculator at: www.pbismaryland.org!

BC Elementary School Example:Out of School Suspensions

Student Satisfaction Survey: Grade 4

FSA Results 2008-09: Grade 4

How do we implement PBS?

Needs of PBS Staff Support

3-4 year commitment Proactive instructional approach

Resources Administrative leadership Time (FTE)

Monitoring Data systems

Office discipline referral systems Implementation surveys (e.g., pbisassessment.org)

Where can I learn more about PBS?

Resources

Websites: bcpbs.wordpress.com promisingpractices.research.educ.ubc.ca pbis.org

Making Connections ConferenceRichmond, BC Nov. 1 – 2, 2012

Contact Information

Nameemail

address

Website: http://bcpbs.wordpress.com

School-wide Positive Behaviour Support

Documents

Transcript of School-wide Positive Behaviour Support