Positive Behavioral Intervention and Support (PBIS) A New Way to Manage By: Annie Schave and Emily Smith

Definition of PBIS An approach designed to monitor and teach students more acceptable ways to behave through positive reinforcement. It is also teaches the children how to develop and maintain positive social relationships. An interactive approach that includes opportunities to correct and improve outcomes on behavior, practices of strategies, data used to analyze progress and changes, and supports needed to implement the program.

Tradition vs. PBIS Traditional Behavior Management Positive Behavior Prevention and Support (PBIS) Relies on negative consequences Authoritarian style of discipline Reacting to specific student misbehavior Implementing punishment-based strategies: Office Referrals Reprimands Loss of privileges Detentions Suspensions Expulsions Adjusts the system and setting to improve skills School community works together as a team Reinforcing positive social behavior Modeling appropriate behavior Teaching behavioral expectations Rewarding students for following expectations

Why We Should Use PBIS In Our School? “[PBIS] teaches students self regulation of behaviors and greater control of their own life.” (CEP 841) It will create an environment where acceptable behavior is an everyday occurrence and considered normal for the students. As teachers, we will continually be assessing our reactions to student behavior. Instead of assuming behavioral expectations, PBIS teaches and models how to behave.

Key Principals to Remember When Implementing PBIS Element 1: Consider the students behavior and reason for the behavior to adjust the environment for positive change. Element 2: Prevent the behavior from occurring. – Having classroom set up in an appropriate way – Creating a classroom with well thought out procedures – Planning for lessons that accommodate different paced learners Element 3: Reward positive behaviors but do not reward problem behaviors. Element 4: Teaching the students the skills they need. Element 5: Consider how to act ahead of time.

Implementing School Wide PBIS Components of the System – Provide proper training with staff – Establish a school-wide leadership or behavioral support team to guide and direct the process. This includes the administrator and staff. The strategy is then agreed upon by all staff. – Work together as a staff to create an action plan to keep everyone on the same page. – Develop expectations for student behaviors and staff responses. – Develop procedures for teaching students the behavioral expectations. – Develop procedures for encouraging and maintaining these expectations. – Develop procedures for rule violations. – Develop procedures for monitoring and evaluating the effectiveness of the program.

Implementing Classroom PBIS Use preventative planning. – Establishing reasonable procedures and rules. – Model desirable behaviors – Satisfy students needs – Maintain positive relationships with students – Using effective teaching techniques Decide when intervention is necessary. – Look at the situation and decide if it needs immediate or delayed intervention. Manage surface behavior. – Consideration of groups, socialization needs, and individual characteristics – Examples: Planned ignoring, proximity control, signal interference, interest boosting, use of humor to help with tension, hurdle help, restructuring the classroom program, remove seductive objects, antiseptic bounce

Strategies for Implementing PBIS on an Individual Basis Functional Behavior Assessment: The goal of a FBA is to determine the purpose behind the misbehavior. It is a problem solving process that uses several strategies and techniques to determine why misbehavior is occurring. It will help the IEP team find interventions that will positively affect the problem behavior.

Creating a Functional Behavior Assessment Step 1: IEP team identifies and defines the problem behavior Step 2: IEP team collects information by observing the student, interviewing the student, interviewing the teacher and then reviews the information. Step 3: IEP team determines what is learned about the behavior and function/purpose of the behavior. Decide what to do next. Step 4: Team finds and implements appropriate intervention through the data. If not intervention was determined, recollect data and analyze different information such as reevaluating the purpose of the behavior. In the end the team must work to complete a probable explanation of why the student is not behaving appropriately, test the hypothesis and develop a behavior intervention plan. This plan will include the interventions that will make the student successful. Step 5: Evaluate the effectiveness of the interventions. To do this, have the teacher take informal observations on effectiveness of the interventions.

How To Know If PBIS Is Effective? Informal observations by teachers and administrators Ask students to self-evaluate their progress through surveys and checklists Discuss progress with grade level teams Frequency counts should show decrease in total misbehaviors by students

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