1. PBS Overview

2. PBS Definition
Positive behavior support (PBS) is a proactive, comprehensive, systemic and individualized continuum of support designed to provide opportunities to all students, including students with disabilities, for achieving social and learning success, while preventing problem behaviors.

3. Traditional Approach to Managing Challenging Behaviors
Perception of noncompliance
Maintain/increase
challenging behaviors
Look to
“Control “or
“Punish”
Design/apply
manipulative
interventions
to have power
over student
Student’s needs
remain
unaddressed
(Knoster and Lapos, 1993)

4. Effective Behavior Support
Challenging
behavior
Perception of unmet needs
Personal
growth
improves
self control
Look to
understand
needs and
develop
hypothesis
Reductions in
challenging behaviors
by learning alternative
skills
Improved
Quality of
Life
Design/deliver
prevention/
intervention
strategies based on
hypothesis
Meet needs in a more
socially acceptable
manner
(Knoster and Lapos, 1993)

5. “If you always do what You always get what you always got.”
you have always done,
You always get what
you always got.”
-Anonymous 

6. What is the Continuum of Behavior Support?
Students with Chronic/
Intense Problem
Behavior (1-7%)
Students At-Risk
for Problem
Behavior
(5-15%)
Students
without
Serious
Problem
Behaviors
(80-90%)
Tertiary Prevention
Specialized Individual
Interventions
(Individual Student System)
Secondary Prevention
Specialized Group
Interventions
(At-Risk System)
Special Education
Primary Prevention
Universal Interventions
(School-Wide System
and Classroom System)
All Students in School
(Horner, 1998)

7. Positive Behavior Support
Views the system, setting, or skill deficiency as the problem
Adjusts systems and settings and improves skills
Identifies and teaches replacement skills and builds relationships
Relies primarily on positive approaches
Has a goal of sustained results achieved over time
Is developed by a collaborative team
Michigan Department of Education, 2001

8. A Systems Approach to School-wide PBS
Individual
Student
Non-Classroom
Classroom

9. PBS Implementation Levels
Student
Classroom
School
District
State

10. Four Defining Principles
Three-tiered approach to Prevention
Primary (Universal), Secondary (Specialized Group), and Tertiary (Individual)
Instructional Emphasis
Teach social skills the same as academic skills
Functional Perspective
Consider the meaning of behavior
Sustainability Priority
Use of practical interventions, multiple approaches, and on-going data collection

11. Steps to Implement PBS Set Priority and Mission Form a Leadership Team
Examine Needs Through Data
Collection and use of data in a problem solving process to drive team decisions
Establish School-wide Behavioral Expectations
Clear expectations of positive behaviors
Teach Expectations Across Settings
Procedures for teaching behaviors
Encourage Expected Behavior
Develop continuum of procedures for encouraging and reinforcing expected behavior
Discourage Problem Behavior
Monitor Implementation and Progress
(Washburn, Burrello, and Buckman, 2001)

12. How To Define Clear and Consistent Expectations
Set 3-5 overarching expectations which apply to “all people in all settings”
Determine how these expectations will look in each setting
Set high, yet reasonable expectations
State positively and succinctly
T.Knoster, 2000

13. Bangor Area Middle School
B-Be Respectful
A-Act Appropriately
M-Manage Your Time and Tasks
S-Strive for Success
T.Knoster, 2000

14. BAMS: Morning Areas Be respectful Act appropriately Manage your time
Remain in designated areas
Act appropriately
Keep hands, feet, and objects to self
Talk quietly
Manage your time
Use designated exits
Exit in orderly manner
Strive to succeed
Keep self and other safe by not rushing around
Help others when needed
T.Knoster, 2000

15. BAMS: Cafeteria Be respectful Act appropriately Manage your time
Wait patiently in line
Follow the flow of traffic (outside-in)
Act appropriately
Keep your food & utensils on trays or in mouth
Raise hand to leave seat
Walk at all times
Manage your time
Be there on time
Have money/ticket ready to pay
Strive to succeed
Clean your area before you leave
T.Knoster, 2000

16. BAMS: Hallway Be respectful Act appropriately Manage your time
Keep hallways clean and free of litter
Act appropriately
Walk at all times
Close locker quietly
Keep to the right
Manage your time
Go to locker during designated times
Be in your class when the bell rings
Strive to succeed
Help others when needed
Give others a chance to get into their locker
T.Knoster, 2000

17. Teaching…. we teach?…punish?”
“If a child does not know how to read, we teach.
If a child does not know how to swim, we teach.
If a child does not know how to multiply, we teach.
If a child does not know how to drive, we teach.
If a child does not know how to behave,
we teach?…punish?”
Tom Herner (NASDE President) Counterpoint, 1998

18. Teaching
Model
Guided Practice
Independent Practice

19. Define and Teach Behavior
Teach Expectations
Make rules public
Articulate and model to students what
is expected
Practice, Practice, Practice
Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline.

21. Reinforcing and Responding to Behaviors
Reinforce Expectations
Catch students being good
Correct or reteach
Respond to behaviors of concerns
Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline.

22. PBS School-wide Needed When:
Academic and social behavior goals not being achieved
High rates of problem student behavior, resulting in loss of academic time
Lack of universal procedures in schools to address problem behaviors
Families and the community are dissatisfied with the school’s response to problem behavior
Teachers express dissatisfaction with the current school-wide discipline plan

23. Why Implement PBS? School-wide PBS is a researched validated approach.
PBS utilizes school-wide discipline procedures, in conjunction with specific student interventions
Growing national concern regarding violence and aggressive behavior in schools
Research shows that suspension and expulsion are ineffective in changing student behavior

24. Benefits of PBS
Research demonstrates office referrals decrease between 40-60% (Sugai, 2001).
PBS develops a school-community environment focused on safety and effective social behaviors in order to enhance the teaching and learning process
PBS improves the overall climate of the school community, while improving student academic success
PBS encourages the involvement of families and community members as partners with the school community.

25. Results of School-wide PBS
Schools that have implemented school-wide PBS programs have seen:
1/3 reduction of office referrals
2/3 reduction of suspensions and expulsions
An increase in attendance
An increase in staff and student morale
(Washburn, Burrello, & Buckman, 2001)

26. Websites & Contact Information:
OSEP Center on PBIS
Website:
RRTC - PBS
Website:
FL - PBS Project
Website:
SERC
Regina Oliver