1. Positive Behavioral Interventions and Supports
PBIS
Positive Behavioral Interventions and Supports

2. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention.
All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected.
Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort.
If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach.
~80% of Students

3. SYSTEM-WIDE PREVENTION
ALL CHILDREN
UNIVERSAL SYSTEMS
SYSTEM-WIDE PREVENTION
•Clear expectations •Teach expectations •Facilitate success
•monitor •Rules, routines, and physical arrangements
•Planned and implemented by all in home
10%
•Effective instruction •Increased prompts/cues •Pre-correction
•Functional assessment •Effective Interventions •Involve child
TARGETED INTERVENTIONS
TARGETED PREVENTIONS
•possible involvement of specialists
INTENSIVE PREVENTION AND INTERVENTION
INTENSIVE SERVICES
•Wraparound planning • Placement decisions
•Effective instruction •Crisis management plans
•Special Services
1-3%

4. Systems of Positive Behavior Support: BIG IDEAS
Collaboration - work as a team
Consensus - Agree and stick by agreements
Consistency - across time, adults, students
Logical and Realistic Solutions
Teach and Facilitate Success
Measure and Evaluate
Sustain with Data-Based Decision-Making

5. Discipline Works When ….
Prevention creates more Positive than negative consequences
Reinforcement (success)
Punishment
(Failure)
4 : 1

6. PBIS “Big Ideas”
PBIS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success
The goal of PBIS is to establish host environments that support adoption & sustain use of evidence-based practices
(Zins & Ponti, 1990)

7. Positive Approaches: Keys
Prevention before reaction
Team and systems-based
Logical and realistic plans
Individualized
Consistency across time, adults, settings, and students
Founded on “Teaching”
Goal setting and monitoring

8. SCHOOL-WIDE PREVENTION
ALL STUDENTS
UNIVERSAL SYSTEMS
SCHOOL-WIDE PREVENTION
•Clear expectations •Teach expectations •Facilitate success
•School-wide data •Rules, routines, and physical arrangements
•Planned and implemented by all adults in school
10%
•Effective instruction •Increased prompts/cues •Pre-correction
•Functional assessment •Effective Interventions •Individuals/small #s
TARGETED INTERVENTIONS
TARGETED PREVENTIONS
•Key teachers and specialists implement
INTENSIVE PREVENTION AND INTERVENTION
INTENSIVE SERVICES
•Wraparound planning •Alternative placements
•Effective instruction •Crisis management plans
•Special Education
1-3%

9. Administrator Discipline Time Cost/Benefit Analysis Urban Elementary, Baltimore, MD

10. Obtain 80% Staff Consensus
A “YES” vote means that I agree to:
Provide input in determining what our school’s problems are and what our goals should be
Make decisions about rules, expectations, and procedures in the commons areas of the school as a school community
Follow through with all school-wide decisions, regardless of my feelings for any particular decision
Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

11. Predictable Problems Summary

12. Collaborative Solutions

13. Teaching
Create a discussion of each big idea - and the corresponding rule
Discuss their application in different areas of the school
Engage students in discussion and allow practice/demonstration time
Remind students (prompts, cues, pre-corrects)
Encourage and reinforce success
Discourage and provide correction/consequence for failure with rules
Provide re-teaching as indicated by failure
Remove prompts as indicated by success
Consider more direct teaching in complex areas (e.g., playground)

14. EXAMPLE Teachable Expectations
1. Respect Yourself -in the classroom (do your best) -on the playground (follow safety rules)
2. Respect Others -in the classroom (raise your hand to speak) -in the stairway (single file line)
3. Respect Property -in the classroom (ask before borrowing) -in the lunchroom (pick up your mess)

15. Sample Teaming Matrix Initiative, Committee Purpose Outcome
Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students
Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety
Predictable response to threat/crisis
Dangerous students
Has not met
School Spirit Committee
Enhance school spirit
Improve morale
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
DARE Committee
Prevent drug use
High/at-risk drug users
Don
EBS Work Group
Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
Eric, Ellen, Marlee, Otis, Emma

16. Teaching Matrix Activity
Teaching Matrix Activity
Classroom
Lunchroom
Bus
Hallway
Assembly
Respect Others
Use inside voice
Eat your own food
Stay in your seat
Stay to right
Arrive on time to speaker
Respect Environment & Property
Recycle paper
Return trays
Keep feet on floor
Put trash in cans
Take litter with you
Respect Yourself
Do your best
Wash your hands
Be at stop on time
Use your words
Listen to speaker
Respect Learning
Have materials ready
Eat balanced diet
Go directly from bus to class
Go directly to class
Discuss topic in class w/ others

20. Consistent Consequences
Reinforcement
Continuum of reinforcers for different levels of success
Use the least amount necessary
Immediate and consistent to begin
Approximate and/or pair with natural reinforcers
Make part of routine and systems
Pre-plan and teach consequences
Fade
Move toward more natural reinforcers
Use more group contingencies
Increase ratios of behavior to reinforcement

21. Consistent Consequences
Responding to negative behavior
Immediate and consistent
Try to keep with natural consequences
Use the least amount necessary to get desired behavior Pre-plan and teach
Correction and re-teaching
Use only with reinforcement for replacement behavior
Should defeat function of problem behavior

22. Measure and Evaluate Big Ideas:
School determines what outcomes are important
School identifies the simplest way to get that information
School uses that information to evaluate their plans

23. Decision
Flowchart

25. Who? 5. Individualized action team system if...
<10 students with >10 ODR
<10 students continue rate of referrals after receiving targeted group support
Provide highly individualized functional-assessment-based behavior support planning

26. When?

27. Where? Enhance universal behavior management practices
3. Non-classroom systems if…
>35% of referrals come from non-classroom settings
>15% of students referred from non-classroom settings
Enhance universal behavior management practices
teach, precorrect for, & positively reinforce expected behavior & routines
increase active supervision (move, scan, interact)

28. “Cool Tool” Skill Name Getting Help
(How to ask for assistance for difficulty tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.
2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.
3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.
Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.
2. Ask students to indicate or show how they could get help.
3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.
After the Lesson
(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).
2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).
3. Whenever a student gets help the correct way, provide specific praise to the student.

29. Acknowledging SW Expectations: Rationale
Humans require regular & frequent feedback on their actions
Humans experience frequent feedback from others, self, & environment
W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

30. Resources
terrys/tscott.html