1. PBIS Positive Behavioral Interventions and Supports

2. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

3. ALL CHILDREN Effective instructionIncreased prompts/cues Pre-correction Functional assessmentEffective Interventions Involve child TARGETED INTERVENTIONS possible involvement of specialists INTENSIVE PREVENTION AND INTERVENTION Wraparound planning Placement decisions Effective instructionCrisis management plans Special Services UNIVERSAL SYSTEMS Clear expectationsTeach expectations Facilitate success monitorRules, routines, and physical arrangements Planned and implemented by all in home

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 Punishment (Failure) Reinforcement (success) 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. ALL STUDENTS UNIVERSAL SYSTEMS Clear expectationsTeach expectations Facilitate success School-wide dataRules, routines, and physical arrangements Planned and implemented by all adults in school Effective instructionIncreased prompts/cues Pre-correction Functional assessmentEffective Interventions Individuals/small #s TARGETED INTERVENTIONS Key teachers and specialists implement INTENSIVE PREVENTION AND INTERVENTION Wraparound planningAlternative placements Effective instructionCrisis management plans Special Education

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. Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix

16. Teaching Matrix Activity ClassroomLunchroomBusHallwayAssembly 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 paperReturn 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?

26. When?

27. Where?

28. 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. “Cool Tool”

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 www.pbis.org www.coe.ufl.edu/faculty/scott/ terrys/tscott.html