SunrisePBS Overview

Adapted from Chris Borgmeier, PhD

& Kimberly Ingram, PhD

Positive Behavior Support

PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.

Positive Behavior Support

Is based on decades of research from the fields of:Behavioral theoryEffective InstructionSystems Change

PBS is

Not specific practice or curriculum…it is a general approach to preventing problem behavior

Not limited to any particular group of students…it is for all students

Not new…it is based on long history of behavioral practices & effective instructional design & strategies

Components of SW PBS

1. School-wide System SW-PBS Team School Rules Define & Teach:

Expectations Routines

Acknowledgment System Consequences & Decision

Making Handbook

2. Classroom Support Training/ Support

opportunities Individual Teacher

Support

3. Individual Student System Targeted Group

Interventions FBA/BSP – Intensive

Individualized InterventionsFocus of Year 1

Years 2-3: Continuing Development

1. School-wide System SW-PBS Team School Rules Define & Teach:

Expectations Routines

Acknowledgment System Consequences & Decision

Making Handbook

2. Classroom Support Training/ Support

opportunities Individual Teacher

Support

3. Individual Student System Targeted Group

Interventions FBA/BSP – Intensive

Individualized Interventions

Focus of Years 2 & 3

PBS: Defining Features

Teaching Expected Behavior Increase Structure and Predictability by explicitly

teaching Behavioral Expectations and Routines. Reduce the mystery and chaos by making expectations

explicit through formal teaching Develop a “United Front” across all staff through

consistent language & expectations Increased Structure + Decreased Chaos = Fewer

Problems

PBS: Defining Features

Acknowledging Socially Competent (Expected) Behavior Teaching alone is not enough, we also need to

regularly Reinforce students for following expectations

Improving the School Climate By increasing the number of Positive Interactions

between staff and students we are improving the school climate & building relationships.

PBS: Defining Features Responding to Inappropriate Behavior

Consistency among staff Office-managed problem behavior versus Staff-managed problem b

ehavior Deciding on consequences for each type of behavior

E.g., re-teaching school rules at “Rule School” for multiple displays of ‘Staff-managed Behavior’

When does a staff-managed problem turn into an office-managed problem?

Using data for Decision Making Deciding on a system to collate data (eSIS, Excel, paper and

pencil) – that will allow team to quickly examine data summaries and trends

Teaching Behavioral Expectations & Routines Basic Strategy for Establishing Behavioral

Routines1. Explain2. Specify Student Behaviors3. Model Desired Behavior4. Lead - Student Practice – each individual student

should get an opportunity to practice the routine5. Test/ Monitor6. Follow-up -- reinforce & review regularly

Teaching Behavioral Expectations & Routine Make lessons fun and engaging, just like any lesson

should be Make instruction developmentally appropriate Lessons can be more challenging with older kids;

may rely more on verbal explanation of rules, with practice as a response for not following rules & regular reinforcement for following rules

Although, practice is always very valuable Choose skills to teach wisely Presentation & attitude are important

Acknowledgment Systems

Purpose: To reinforce school rules, behavioral expectations & positive

behavior

Promote a more positive school environment School-wide 5:1 positive/negative interaction ratio Regular school-wide celebration of positive behavior

Increase positive interactions between staff & students

Prompt busy adults to remember to reinforce positive behavior

NegativesPositives

School-wide Foundation

It is important that an Acknowledgment system is accessible to ALL students all the time

Schools can also have other systems for recognizing students Classroom reward system in addition to school-wide

system Perfect attendance Honor Roll

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Acknowledgment Systems

Big pay-off for limited expense Immediate reinforcement with tickets that are

accessible to all students

Link with school wide celebration of positive behavior Lottery system helps to keep incentives cheap

Lot of kids have chance to win… but pay out is cheap Small tangible rewards Public recognition is often powerful

Acknowledgment Systems

Research shows that when we 1) Set our standards for reinforcement high (set a high level of

performance) and 2) Don’t give rewards each and every time behavior(s) occur

(make it unexpected)

The likelihood that behavior decreases over time (e.g.- decrease in intrinsic motivation) does not occur

Cameron, J., K.M., Pierce, W.D. (2001). Pervasive Negative Effects of Rewards on Intrinsic Motivation: The Myth Continues. The Behavior Analyst, 24, 1-44. (Meta-analysis that examines two previous meta-analysis (Cameron & Pierce (1994) and Deci, Koestner & Ryan (1999)) - with differing results pertaining to effects of praise and tangible rewards on intrinsic motivation.

Focus of Acknowledgment System

Beginning of year Heavy emphasis on reinforcing all school rules & expectations

As year progresses and specific areas of concern come up in the school Can begin to target specific behaviors or areas that the data has

shown to be difficult i.e. hallway behavior, appropriate language, etc.

Returning from breaks, or entering months in which there were higher referrals in previous years May want to re-teach expectations & remind staff to boost up

use of acknowledgments

Frequently Asked Questions

Should we track Positive Referrals?Track it broadly, not individually

Are teachers going through enough referral pads?

How many should be given out?Better to err on the side of more than lessNeed to be genuine & verbally paired w/

reason, not handed out indiscriminately

Frequently Asked Questions

Shouldn’t students be expected to do these things without being rewarded?

1) Sure, BUT students are bringing a varied set of experiences and skills to school, unfortunately some students may not get enough acknowledgment at home

2) How many of you feel you get acknowledged often enough for the work you do?

3) This system should not replace regular verbal praise and pats on the back for students …all this system provides in addition for most students is a small piece of paper

4) This system is as much to help remind the adults to catch kids doing the right thing in school… we get busy and too often get caught up focusing on predominantly negative behavior (5 to 1 ratio)

PBS Incident Triangle

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PBS Incident Triangle

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Office vs Staff Managed

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