PBIS POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS Created by Roxann Johnson Learning Plan 6 Models of Behavior Management

P OSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS ( PBIS ) Positive Behavioral Interventions and Supports (PBIS) is a systemic approach to proactive, school-wide behavior based on a Response to Intervention (RtI) model. PBIS applies evidence- based programs, practices and strategies for all students to increase academic performance, improve safety, decrease problem behavior, and establish a positive school culture. Schools implementing PBIS build on existing strengths, complementing and organizing current programming and strategies. The PBIS model has been successfully implemented in thousands of schools in over 40 states, resulting in dramatic reductions in disciplinary interventions and increases in academic achievement.

WISCONSIN PBIS schools across Wisconsin have created a more positive environment for students and staff by establishing clear expectations for their students and taking active steps in teaching, modeling and reinforcing appropriate behaviors school wide. Wisconsin schools have been implementing PBIS since the Fall of 2006, with rapid growth in the number of trained PBIS schools in Wisconsin occurring within the last two years. As of January 15, 2012, over 872 schools in 192 districts in Wisconsin have attended PBIS training. Family engagement is essential to fully develop Wisconsin’s vision for system-wide change utilizing PBIS. The solution is a proactive, consistent approach to school-wide discipline provided by the Wisconsin PBIS Network. Using the PBIS model, schools have seen dramatic reductions in disciplinary interventions and increases in academic achievement – giving educators more time to teach and students more time to learn.

BENEFITS TO SCHOOLS WITH PBIS Schools that implement system-wide interventions also report increased time engaged in academic activities and improved academic performance. Schools that employ system-wide interventions for problem behavior prevention indicate reductions in office discipline referrals of 20-60%. Appropriately implemented PBIS can lead to dramatic improvements that have long-term effects on the lifestyle, functional communication skills, and problem behavior in individuals with disabilities. A review of research on PBIS effectiveness showed that there was over a 90% reduction in problem behavior in over half of the studies; the problem behavior stopped completely in over 26% of the studies. PBIS is not just for schools needs to be used at home also. Many parents find that what students learn from PBIS in school carries over to promote positive behavior at home.

POSSIBLE NEGATIVES TO PBIS Need community support. Must have parent support and help. Teachers need new training. Cost for training. Classroom modifications needed. Update technology. More work when implementing for teachers and administrators.

S OME WAYS TO IMPROVE THE I MPLEMENTATION OF PBIS Although it is commendable that many states require functional behavior assessments before the development of significant behavioral interventions, they often occur reactively, or after the behavior has become a significant problem (i.e., after a student's behavior results in multiple suspensions or a drug/weapons infraction). After a crisis occurs, the focus is on punishment and exclusion. Additionally, school-based interventions commonly consist of unproven strategies and are implemented by staff who lack the training to deal with the problems effectively. When coordination is lacking among schools and other agencies, the primary responsibility for behavior is placed on families, who receive little support. Effective implementation of PBIS includes: A Functional Behavior Assessment, conducted when the problem behavior is first observed or as a proactive activity Focus both on prevention of problem behaviors and early access to effective behavior support. Culturally competent, family-friendly behavior support Implementation with sufficient intensity and precision to produce behavioral gains that have a significant and durable impact on the academic, social and living options available to the student.

THINGS TO THINK ABOUT WHEN IMPLEMENTING PBIS A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks. Teaching rules and routines to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement. Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority. Teach and encourage prosocial skills and behaviors. Implement evidence-based behavioral practices with fidelity and accountability. Monitor student performance & progress continuously. Schools implementing PBIS are typically eager to have participation from parents and families.

R OXANN ’ S THOUGHTS ON PBIS I have enjoyed researching PBIS and I really was only able to touch the surface. I did not want to stop learning more about it, so I am looking forward to Learning Plan 9. I feel this is a wonderful behavior management skill that needs to be learned by all teachers. I was unable to find any negatives as far as effects on the students. Encouraging and rewarding students for their behavior is the best thing in the world to help them succeed. I have always thought what is used in schools as punishment and discipline is just not effective and I have always used positive behavior methods. The positives of this program certainly out way the negatives.

R EFERENCES "Positive Behavioral Intervention and Supports (PBIS) | WI's Vision for Response to Intervention." Wisconsin's Vision for Response to Intervention | WI's Vision for Response to Intervention. N.p., n.d. Web. 30 Mar "Wisconsin's Vision for Response to Intervention | WI's Vision for Response to Intervention." Wisconsin's Vision for Response to Intervention | WI's Vision for Response to Intervention. N.p., n.d. Web. 30 Mar Cohn, Andrea M.. " NASP Fact Sheet - Positive Behavioral Supports." National Association of School Psychologists. N.p., n.d. Web. 2 Apr