S M I T H & G R I M MA U G U S T 1 , 2 0 1 4

MAKING PBS WORK IN YOUR CLASSROOM

PBS: WHAT IS IT?

• PBS= Positive Behavior Support• What is the reason for the behavior.• Social Skills = Common Language• Teaching new skills student is lacking to replace the unwanted behavior.

• “Positive Behavior Support (PBS) is an approach for changing a child's behavior that is based on humanistic values and research. It offers an approach for developing an understanding of why the child has challenging behavior and teaching the child new skills to replace challenging behavior.”

I. IN THEORY: MOVING PAST THE FEAR/DISBELIEF

• We were not “believers” at first either• Don’t be afraid to start using it (like Nike says, “Just Do It”)

• Where are you right now in your usage of PBS? How do you use it and how often?

I. IN THEORY: MOVING PAST THE FEAR/DISBELIEF

• Trust us, you will sound like a robot at first

• Saying it often will help

• Make it into your own thing

I. IN THEORY: PBS AS A SECOND LANGUAGE

• You already say it anyway! It’s Just common phrases.

• Johnny, do your work! =

• Susie, don’t talk back to me! =

I. IN THEORY: PBS AS A SECOND LANGUAGE

• PBS is a universal language with common steps that everyone recognizes

I. IN THEORY: PBS AS A SECOND LANGUAGE

• You can still say your own phrases and be unique: PBS just allows for a common language.

• Once it’s used regularly the students will “get it”.(Mostly. There are always those loveable little exceptions that need a little extra special attention)

I. IN THEORY: PBS AS A MANAGEMENT SYSTEM

• Savior/Villain complex

• Only use it as part of your management system• It cannot be the only system you use• Classroom procedures• Consequences• Positive reinforcement

I. IN THEORY: PBS AS A MANAGEMENT SYSTEM

• Using PBS will help if it is part of your management system. It will not work if you think it is the ONLY thing you have to do.

I. IN THEORY: PBS AS A MANAGEMENT SYSTEM

• You must have your own consequences aside from low levels/high level referrals.• Detention = Social skill re-teaching time• Calling home• Recognizing Positive Behavior more often instead of only

the bad behavior

II. IN PRACTICE: MAKING PBS VISIBLE

• Say the language• Post the steps in your class• Show the skills students will be using that day

and remind them of those steps.

II. IN PRACTICE: MAKING IT A ROUTINE

• Recognize positive behavior instead of negative• Example: Thank you row A. EVERYONE in row A is staying

on task! (Then stare awkwardly at those who are not on task)

• Try to use the language all the time• Coming into the classroom• Outside the classroom• Starting your lesson• During your lesson• Transitions• Ending class

II. IN PRACTICE: MAKING IT AN INTERVENTION

• It can’t be the ONLY Intervention you have• For most students you can make it an

intervention in class with those little reminders• For some students you must use outside class

time to convince them to change

III. WHERE TO BEGIN: PBS AND MY TEAM

• Get your whole team on board• Strength in unity• The kids will realize that this is how the team

works and will fight it less if it is all of you

III. WHERE TO BEGIN: PBS AND MY TEAM

III. WHERE TO BEGIN: PBS AND MY TEAM

• Team Social Skill Intervention

• Common for the entire team

• New Students: How to get them caught up

III. WHERE TO BEGIN: PBS IN MY MIND

• What are some concerns you have about using the PBS language?

III. WHERE TO BEGIN: PBS IN MY CLASS

• What are some examples of how you can make it your own and start using it more often in your classroom?

• How can you include PBS skills into your lesson you have for today?

TIPS AND TRICKS TO REMEMBER

• It must be used daily to avoid sounding like a robot• You can still say your own phrases to the kids too• Everyone must use it as a team to be effective• Must have other procedures in place as well• PBS is the culture: Everyone must follow it.

Removes you from the role as the “bad cop”.