Positive Behavior Positive Behavior Interventions and Interventions and
StrategiesStrategiesActon Elementary
Staff PBIS Development
What is PBIS?
The application of evidence-based strategies and systems to assist schools
• to increase academic performance
• increase safety
• decrease problem behavior
• and establish positive school cultures
Common Elementary School Concerns
• Transitions in hallway
• Not prepared• Lunch room
noise• Arrival and
dismissal
• Consistent rules• Consistent
reinforcement• Common language
and procedures• Supervision in all
areas of the school
• Common understanding of the rules
PBIS Idea
Positive Behavior Support is a process for teaching children appropriate behavior and providing the supports necessary to sustain that behavior.
PBIS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success
Why Use a School-Wide Approach?
It reduces challenging student behavior through a proactive,
positive, and consistent manner across all school settings and
improves academic achievement and social competence
Be Consistent
Common Vision
Common LanguageCommon Practices
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 School-Wide Designing School-Wide Systems for Student Systems for Student
SuccessSuccess
PBSI Representative Team
• Administration• Andrea Jones• Tameka Butts• Karen Boss-
Johnson• Phyllis Lau• Kelicia Jackson• Natalie Chase• Jessica Applegate
ExpectationsExpectations
Schools identify 3 to 5 overarching expectations which reflect the needs of the school community. The expectations are stated briefly and in a positive manner.
They often address:•Respect•Responsibility•Safety
PBIS involves the entire staff
you decide what your focus will beyou decide how you will monitor and evaluate progressyou decide what your goals areyou decide what you’ll do to get
thereyou decide whether to keep going or
change
Discipline is…
The actions parents and teachers take to increase student success
(Charles, 1980).
PreventionRules,
Routines, Arrangemen
ts
ReactionConsequence
s
Recognize Appropriate Recognize Appropriate BehaviorsBehaviors
Once appropriate behaviors have been introduced and taught, they need to be recognized on a regular basis.
AcknowledgementsAcknowledgements
• “Thanks for…”• Public
acknowledgement• Privileges• Tangibles• Parent Reporting
Consistent ConsequencesConsistent 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
• Redirection
• Planned ignoring
• Restitution
• Re-teaching
• Time-out
• Behavior Contracts
•Crisis Planning
•Modeling
•Proximity & Movement
•Eye Contact
• Cueing (verbal & nonverbal)
Corrective Consequences:Corrective Consequences: Maintaining Desired/Expected Student
Behavior
Sustain and Maintain Sustain and Maintain ProgressProgress
• Identify trends or areas of problem behaviors AND successes
• Identify needed interventions
• Provide clarity for staff in how to respond to behaviors