1. Positive Behavior Support
Clinton Middle School
Positive Behavior Support

2. School-Wide Systems for Student Success
Academic: Disruptions are
minimized, students are
attentive and in class
Behavioral: All students know
and are following established
rules/routines
80-90%
Universal Interventions
All students
All settings
Preventive, proactive

3. Well Articulated PBIS System
Expectations Defined
Expectations Taught
Acknowledgement System
Responding to Violations
Monitoring and Decision Making
Management
District Level Support

4. Critical Features of PBIS
Define
Teach
Prompt
Monitor
Evaluate
Sarah 4

5. State, Review, and Reinforce Positively Stated Expectations.
Define behavioral expectations/rules.
Teach rules in context of routines.
Prompt or remind students of rule prior to entering natural context.
Monitor students’ behavior in natural context & provide specific feedback.
Evaluate effect of instruction - review data, make decisions, & follow up.
Sarah 5

6. Behavioral Errors More often occur because:
Students do not have appropriate skills- “Skill Deficits”
Students do not know when to use skills
Students have not been taught specific
classroom procedures and routines
Skills are not taught in context

7. Why Develop a System for Teaching Behavior?
We can no longer assume:
Students know the expectations/rules and appropriate ways to behave
Students will learn appropriate behaviors quickly and effectively without consistent practice and modeling

8. Why Develop a System for Teaching Behavior?
Behaviors are prerequisites for academics
Procedures and routines create structure
Repetition is key to learning new skills:
For a child to learn something new, it needs to be repeated on average of 8 times
For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

9. “If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we… …teach? …punish?”
“Why can’t we finish the last sentence as automatically as we do the others?”
(Herner, 1998)

10. Once school-wide expectations have been developed, it is not enough to just post the words on the walls of the classroom…
WE MUST TEACH THEM!
Can’t just put them on the wall and walk away..
If you emphases it the kids will…
If you model it the kids will…
Consistently recognize students who are doing it.