Catherine Shwaery, PBIS Maryland cshwaery@pbismaryland.org DEBUNKING PBIS MYTHS Catherine Shwaery, PBIS Maryland cshwaery@pbismaryland.org

Appreciation for Contributions from… George Sugai, Ph.D. & Brandi Simonsen, Ph.D. University of Connecticut OSEP Center on Positive Behavioral Interventions & Supports Tim Lewis, Ph.D. University of Missouri Susan Barrett Michael J. Kennedy, Ph.D. University of Virginia

We can’t make students learn, but… We can create environments to increase the likelihood that students will learn and behave.

Problem-solving framework Culturally contextualized PBIS is… Problem-solving framework Culturally contextualized

SW-PBIS is not... a specific practice, package or curriculum limited to any particular group of students

Person-first Language Yellow Zone Students Tier 3 kids Resist the temptation to refer to students as Tier 1 kids or Tier 2 kids

Myth or Fact?

Myth or Fact? By the third quarter, it is typically okay to stop teaching social expectations. Data Decision Rules Stages of learning Acquisition Fluency Maintenance and Generalization Students are ALWAYS learning

Myth or Fact? Are universals matched to intensity of needs? Are teachers anchoring classroom practices to school-wide expectations? Phases of Implementation Exploration & Trial Adoption Once we hit 80% or better on the SET, adding Tier II/III systems will be a piece of cake!

Data-Based Decision Making Numbers to Keep in Mind 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions 70%: Percent of students (receiving intervention “X”) who should be responding to intervention

Let’s start with positive consequences or responses… What about CONSEQUENCES? Consequences follow behavior and either increase or decrease the likelihood of the behavior continuing. Let’s start with positive consequences or responses…

rewards will damage “intrinsic motivation” SW-PBIS simply will not work if you don’t use powerful “rewards.” “Rewards are fine for elementary school but are ineffective and inappropriate in high school.” rewards will damage “intrinsic motivation” “Now we have to set up a school store.”

PBIS practice? Myth or Fact? Over-used in the classroom and at home. Taking away a previously earned privilege or standing Example: Those red, yellow, green cards. Research shows over time it does not work. Eventually, the child has nothing to lose so they might as well misbehave. Other Examples: Taking away Nintendo Taking away something they had been told they could do PBIS practice? http://www.scholastic.com/teachers/article/classroom-management-right-start

Questions to help guide the conversation… Are the same students always on red or losing points? Do potential side effects (e.g., embarrassment, humiliation, isolation) negate the perceived positive effects?

Instructional Responses to Inappropriate Behavior Proximity Control Signal, non-verbal cue Ignore, attend to other students, praise Re-direct Re-teach Provide choice Student conference, role-play or practice

Myth or Fact? If you want success, you need to implement SW-PBIS exactly like the Gold Award winning schools. Essential features are similar; however, You create your unique path based on your DATA, your RESOURCES, and OUTCOMES that are important to you