1. Positive Behavior Activity
Take an index card for each of your children & a pen or marker
Identify strengths for each child
List the strengths on the card
Share your cards as you meet the people at your table
Post these cards on your fridge!

2. PBS-Positive Behavior Support
Kelley Steinmetz, PBS Coach

3. Partnering with Families for School-wide PBS
Communication of PBS events via phone, text, website
Highlight upcoming events in newsletter “PBS Corner”
Parent workshops on PBS offered throughout school year

4. What does PBS stand for?
Positive
Behavior
Support

5. How does I Believe & PBS fit together?
District team developed behavior expectations in 4 domains:
1. Be Safe
2. Be Responsible
3. Be Respectful
4. Be There
Students & teachers signed that they understood the behavioral expectations at the beginning of the school year (yellow sheet)

6. BE Safe BE Responsible BE Respectful BE There
I BElieve
TORNADO
Prepared
Organized
Work to succeed
Eager & active Learner
Respectful
BE Safe
BE Responsible
BE Respectful
BE There

7. What is Behavior? Behavior is anything we say, do, think, or feel.
It is how we react to our environment.
Behaviors are learned and continue because they have a purpose or function.
We engage in behavior because we have learned a desired outcome occurs.

8. Children and Behavior
Some children use problem behavior to communicate their needs.
Problem behavior may interfere with learning.
PBS helps us understand the PURPOSE of the inappropriate behavior and teaches children necessary skills to replace the inappropriate behaviors.

9. KLS Positive Behavior Support Team
The mission of the KLS PBS team is to lead, promote and facilitate the successful implementation of school-wide PBS for the benefit of all learners throughout the school.
Look at office discipline referral data to identify problem behaviors & work through the problem solving process

10. Problem Solving Process
Step 1- Problem Identification
Step 2- Gathering information
Step 3- Making best guesses
Step 4- Creating a support plan
Step 5- Carrying out the plan/making necessary changes

11. Eight Practices of School-wide Positive Behavior Support
Administrative Leadership
Team Implementation
Define Concrete Expectations
Teach Behavior Expectations
Acknowledge and Reward Positive Behavior
Monitor and Correct Behavior
Use Data for Decision Making
Family and Community Support

12. What types of rewards are offered at KLS to promote positive behavior?
Activity Days once a month-Crazy Hair Day, Twin Day,etc.
PBS school store once a month during lunch
PBS snack cart once a week-5th, 6th, 7th, & 8th grades
PBS Movies on the Lawn-Jan., Feb., March
PBS Student of the Week
Prize boxes & incentives in classroom

13. KLS Power Cash is earned by exhibiting positive Behavior to cash in for rewards

14. How can you change your child’s behavior using positive behavior strategies?

15. One Behavior at a Time Start with one behavior. Think about the Big 5:
WHAT is the specific behavior? WHO is involved? WHEN does the behavior occur? WHERE does the behavior take place? WHY did the behavior occur?
How are you responding that may reinforce this behavior?
What is the new behavior you want your child to learn?

16. Map out the plan The behavior I wish to change……
The behavior I wish to achieve….
The first steps to this behavior are…
I know it is working by……..
Remember….reinforce steps in the right direction!

17. Competing Pathway Process
5. Instead I wish he:
6. And then he would get:
3. I think he’s doing it because
He wants/needs:
4. Something that “sets up”
this behavior:
(physical, health, sleep,
routines)
2. Something that “sets off”
this behavior:
(happens right before)
1. I wish my child didn’t:
7. A first step might be:

18. Setting Events Look and Listen for …
Broader issues that may be influencing behavior:
Daily activity schedule
Predictability of routines
Variety of activities or materials
Social relationships
Preferences of the student
Medical and physical issues (nutrition, illness, medications, sleep patterns)
Challenging family situations
Mental health diagnosis

19. Antecedents or Triggers Look and Listen For…
Under what circumstances is the behavior most/least likely
Changes in the environment
Time of day/activities
Clarity of expectations of activity/task
Reinforcement of expected behavior
Nature of interactions (tone, proximity, contact)
Amount & type of attention (peer, group, adult)
Child’s ability matched to the activity

20. Maintaining Consequences Look and Listen For…
WHAT DO THEY GET or AVOID?
Social reaction/attention
Change in activity/routine
Increases assistance from adults or peers
Access to materials, activities, food/drink
Sensory stimulation or reduction
Change in the physical environment
Allowed space or movement
Delays activity/event
Avoids negative attention,

21. Is there a routine that is defined?
Is there a clear beginning?
Is there a clear sequence to complete the routine?
Does the child understand the transition to the next routine or activity?

22. Specific Problem Behavior
Anne Todd, 2006
Routine Analysis
Schedule
(Times)
Activity
Likelihood of Problem Behavior
Specific Problem Behavior
7:00 am
Getting ready for school
7:45 am
Get in car
8:30 am
Enter school
3:00 pm
3:45 pm
Free time and snack
4:30 pm
Homework and chores
5:30 pm
TV time
6:30 pm
7:15 pm
Dinner time
Bath and bedtime

23. Remember…
Positive Behavior Support is the redesign of environments, not the redesign of individuals
Positive Behavior Support asks us to change our behavior to help our child change theirs.

24. PBS Tips for Positive Behavior
1. Remember 5:1 with positives.
2. Set the stage for success, reward the effort.
3. Give clear, specific directions.
4. Stay calm. Use a calm voice.
5. Set reasonable limits.
6. Be consistent. YES means YES and
NO means NO.
7. Set the example. Actions speak
louder than words.
8. Proactively anticipate the situation.
9. Have patience. A little goes a long way!!
10. Have fun and enjoy the ride!
PBS Tips for Positive Behavior

25. Getting up in the morning
PBS Home Matrix
Getting up in the morning
Getting to school
Clean-up time
Time to relax
Homework time
Mealtime
Getting ready for bed H
HELP OUT
Make Your bed
Clothes in hamper
Have your back pack, lunch, notes, keys
Do your chores
Clean up after yourself
Play quietly
Put your things in your backpack when finished
Set the table
Put dishes away
Brush your teeth
Dirty clothes away O
OWN YOUR BEHAVIOR
Get up on time
Get cleaned up and dressed on time
Be ready to leave on time
Ask before you borrow
Ask to change stations
Complete your homework on time
Do your best!
Use kind words and “I statements”
Recognize mistakes and apologize
Get to bed on time! M
MANNERS COUNT
Try a morning SMILE!
Thank your parents for helping.
“Thanks for the ride”
“Have a nice day”
Ask politely for help
Respect others things
Offer to share
Ask for help respectfully
“Thanks for the help”
Please and thank you
Use your napkin
End the day with nice words and thoughts E V R Y D A

26. “STICK WITH THE PLAN”
Look at your PBS Home Matrix and your list of behaviors you want to address
Identify 5 – 10 POSITIVELY stated behaviors
Write each one on a stick in a bright color and decorate
These will be your daily reminders for positive behavior change

27. Key Largo School Positive Behavior Support
Kelley Steinmetz, PBS Coach
ext

28. Acknowledgements Florida’s Positive Behavior Support Project
PBS Leadership Team- Colorado Department of Education
PEAK Parent Center
George Sugai and Ann Todd- The OSEP Center on Positive Behavioral Interventions and Supports at the University of Oregon