what is pbis?. starting point…. we cannot “make” students learn or behave we can create...

WHAT ISPBIS?

Starting Point….

• We cannot “make” students learn or behave

• We can create environments to increase the likelihood students learn and behave

• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Children who struggle to meet academic goals are more likely to present behavioral challenges. Children with behavioral challenges are more likely to have difficulty in meeting academic goals.

(Hinshaw, 1992; Walker, Ramsey &

Gresham, 2004)

Early Reading and Behavior

• Below benchmark in reading skills performance standards at the end of kindergarten is a strong predictor

variables for later problem behavior in 5th grade.

• At or above benchmark in reading skills at the end of kindergarten has a

Clear and significant correlation with meeting/exceeding in

Reading/Literature in 5th grade.

(McIntosh, Horner, Chard, Boland, & Good, 2006; McIntosh & Sadler, in press )

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing Systems for Student Success

If a school uses a RESEARCH PROVEN PROGRAM

AND

DOES IT THE WAY IT WAS INTENDED (fidelity)

80% OF THE STUDENTS SHOULD BE SUCCESSFUL

• With classrooms

• Across the school

• Across the district

Teach kids what you want,

and pay more attention to them

when they are doing it

than when they are not.

School RulesSchool Rules

Cooperative Cooperative Group WorkGroup Work

TransitionsTransitions

Keep the halls clean.

Use appropriate language.

Talk in quiet voices.

Walk to the right.

Keep hands, feet and objects to yourself.

In the In the HallwaysHallways

BEBE

RESPONSIBLERESPONSIBLEBEBE

RESPECTFULRESPECTFULBEBE

SAFESAFE

Find a way to reinforce the

behaviors you have taught and

expect.

Purpose of Positives

• Build Positive Relationships– Who they are– What they do

• Create a positive, inviting environment

• Encourage & reinforce desired behaviors– Starting new behaviors (the rookies)– Maintaining mastery behaviors (the veterans)

Why use tangibles?

• They help you learn to look for the good in kids.

• They give you an opportunity to build relationships with kids.

• They multiply the positive reinforcement.

• It is more effective in helping kids change habits than verbal praise alone.

(but remember - is has to be genuine.)

*Safe*Respectful*Responsible

Bigger isn’t better.

Intermittent random reinforcement is most effective in changing behavior.

Relationships – Why???

For the students you are NOT connecting with

it likely isn’t happening naturally -

in your class,

in school,

or anywhere else.

Often the relationships they do have with adults are not good, stable role models.

Maslow's Hierarchy of Needs

Physical Needs (Food, Shelter)

Safety

Belonging

Self Esteem

Learning

How critical is school climate & culture?

Lack of belonging often looks more like…

What do we most often do about these situations?

“How’s that working for you?”

Punishment

While consequences are essential, it is not our most effective tool.

It’s not the biggest bang for our buck.

In School…

Or in Society

We have few resources and they are stretched thin.

The most difficult students have a high tolerance for your

punishments.

Consequences…

The Process of Building PBS

What are your rules? Clarify your expectations

(How does it look?) Create lesson plans. Design

feedback/reinforcement system.

Collect data. Is this working?

Often, you will never know the impact you

had on a students life.