1. Catherine Shwaery, PBIS Maryland cshwaery@pbismaryland.org
DEBUNKING PBIS MYTHS
Catherine Shwaery, PBIS Maryland

2. Appreciation for Contributions from…
George Sugai, Ph.D. & Brandi Simonsen, Ph.D.
University of Connecticut
OSEP Center on Positive Behavioral Interventions & Supports
Tim Lewis, Ph.D.
University of Missouri
Susan Barrett
Michael J. Kennedy, Ph.D.
University of Virginia

3. We can’t make students learn, but…
We can create environments to increase the likelihood that students will learn and behave.

4. Problem-solving framework Culturally contextualized
PBIS is…
Problem-solving framework
Culturally contextualized

5. SW-PBIS is not... a specific practice, package or curriculum
limited to any particular group of students

6. Person-first Language
Yellow Zone Students
Tier 3 kids
Resist the temptation to refer to students as Tier 1 kids or Tier 2 kids

7. Myth or Fact?

8. Myth or Fact?
By the third quarter, it is typically okay to stop teaching social expectations.
Data Decision Rules
Stages of learning
Acquisition
Fluency
Maintenance and Generalization
Students are ALWAYS learning

9. Myth or Fact?
Are universals matched to intensity of needs?
Are teachers anchoring classroom practices to school-wide expectations?
Phases of Implementation
Exploration & Trial
Adoption
Once we hit 80% or better on the SET, adding Tier II/III systems will be a piece of cake!

10. Data-Based Decision Making Numbers to Keep in Mind
7-15%: Percent of total population expected to need and be supported by Tier 2 interventions
1-5%: Percent of total population expected to need and be supported by Tier 3 interventions
70%: Percent of students (receiving intervention “X”) who should be responding to intervention

11. Let’s start with positive consequences or responses…
What about CONSEQUENCES?
Consequences follow behavior and either increase or decrease the likelihood of the behavior continuing.
Let’s start with positive consequences or responses…

12. rewards will damage “intrinsic motivation”
SW-PBIS simply will not work if you don’t use powerful “rewards.”
“Rewards are fine for elementary school but are ineffective and inappropriate in high school.”
rewards will damage “intrinsic motivation”
“Now we have to set up a school store.”

13. PBIS practice? Myth or Fact? Over-used in the classroom and at home.
Taking away a previously earned privilege or standing
Example: Those red, yellow, green cards.
Research shows over time it does not work.
Eventually, the child has nothing to lose so they might as well misbehave.
Other Examples:
Taking away Nintendo
Taking away something they had been told they could do
PBIS practice?

14. Questions to help guide the conversation…
Are the same students always on red or losing points?
Do potential side effects (e.g., embarrassment, humiliation, isolation) negate the perceived positive effects?

15. Instructional Responses to Inappropriate Behavior
Proximity Control
Signal, non-verbal cue
Ignore, attend to other students, praise
Re-direct
Re-teach
Provide choice
Student conference, role-play or practice

16. Myth or Fact?
If you want success, you need to implement SW-PBIS exactly like the Gold Award winning schools. Essential features are similar; however, You create your unique path based on your DATA, your RESOURCES, and OUTCOMES that are important to you