How does Positive Behavior Supports (PBS) Impact the Classroom? By: Christina Chavez

What is Positive Behavior Supports?  Positive Behavior Supports is an empirically validated, proactive behavioral approach that focuses on the antecedents that lead to maladaptive behavior in students.  PBS involves the reengineering of classroom environments in order to provide proactive interventions that reduce challenging behaviors in the classroom.  FBA’s are often used to determine the purpose the behavior serves the individual.  PBS seeks to increase the social, personal, and professional quality of life for individuals with behavioral problems.

Why do we need PBS ?  According to the National Association for School Psychologists (2010), research shows that harsh punishments and zero discipline policies have not been effective at improving the behavioral climate in schools or decreasing maladaptive behaviors in students.  Recent literature reveals that most reactive disciplinary policies that led to suspension or expulsion, often affected minorities and low academic performing students who needed the most instructional time.

Identification of Maladaptive Behaviors  PBS is based on the premise that all behavior is purposeful.  PBS Framework A-B-C model  Observation and documentation of antecedents, behaviors and consequences.  The who, what, where, and why, must be answered in order to implement an appropriate intervention plan.

What causes a student to behave a certain way?  According to Glasser (1998), challenging behavior is often displayed when the emotional needs of a child are not met.  These include: Acceptance Approval Encouragement Laughter Independence Achievement  Identifying these needs provides teachers with the opportunity to provide proper supports and promote emotional safety in the classroom.

Setting Events that Contribute to Problem Behavior  Physical Settings- Environmental factors that include: loud classroom, long bus ride, flickering light bulb, classroom that is too hot or too cold.  Biological Settings- Internal to the child and include: illnesses, allergies, hunger, or fatigue.  Social Settings: This is the absence or presence of certain individuals in the child’s life, a crowded classroom, or the quality of rapport between the teacher and the student

Behavior is Learned We teach and reinforce behavior everyday –even “bad” behaviors.

Reduce Problem Behaviors in the Classroom  Studies have linked low task engagement with problem behavior.  Studies have shown that students who are engaged in meaningful lessons or tasks, are less likely to portray challenging behavior in the classroom.  On the other hand, students who struggle academically may communicate their frustration through inappropriate behaviors.

PBS Classroom  Rules and Consequence are clearly delineated.  Positive rapport between teacher and student.  Open communication Teachers/student Parental involvement  PBS includes realistic and obtainable short term and long term goals.  Praise, positive reinforcement Token economy

According to Timm & Doubet (2007), “… a child's behavior is often strengthened or weakened by what happens after the behavior occurs.”

Benefits of PBS  Decrease in maladaptive behaviors.  Increased time engaged in academic instruction.  Peer to peer instruction- increases student mastery and cognitive development.  Facilitates team work and self-discipline.  Educators are able to provide at-risk students with more individualized instruction.  Improved academic achievement.  Students learn to replace challenging behavior with a desire to learn.  Positive and effective learning environment.

Conclusion  One of the main goals of the PBS philosophy is to develop effective strategies that will increase an individuals inclusion, by presenting them with positive strategies that will build character, independence, and self-discipline.  Through PBS, students develop emotional and pro- social behaviors that positively affect their day to day interactions with peers, practitioners, family, and faculty (Carr et al. 2002).

Implications of PBS  According to NASP (2001): Fifteen years of research validates PBS to be a proactive, effective approach to discipline. Schools that employ system –wide interventions for problem behavior report a 20-60% reduction in office discipline referrals. Reviews of the effectiveness of PBS showed that there was a 90% reduction in problem behavior in over half the studies. PBS can lead to dramatic improvements that have long term effects on lifestyle, communication skills, and problem behavior.

Action Research Project Is providing district-wide PBS more beneficial to the success of students than school-wide implementation?