Positive Behavioral Intervention and Supports (PBIS)� in 60 Minutes!
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What brings you to this webinar today?
�Learning Objectives�
After this training you will have…
�What is your current level of familiarity with PBIS?�
What is School-Wide PBIS?
�
Traditional Approaches Ineffective
School-wide Discipline Problems
Reactive
Non-constructive
Emphasis on punishment
Poor implementation fidelity
Limited effects
“The fundamental purpose of PBIS is to make schools more effective and equitable learning environments.”
�Rob Horner, OSEP Technical Assistance Center for PBIS
PBIS is not fully implemented until it is culturally responsive.
Who Benefits from PBIS? �Everyone!
Continuum of Support for “Dylan” within MTSS
Universal
Targeted
Intensive
Math
Reading
Adult relationships
Emotion Regulation
Attendance
Peer Interaction
Science
Label Behavior, Not Students!
Increase In:
PBIS Primary Outcomes
Decrease In:
Our data this year showed that some of the routines that needed to be put into place [because of COVID] naturally created spaces where children could make better choices. This showed a decrease in referrals as compared to previous years in grade levels as well as individual students.
Even Now?
PBIS has meant the world to us as we have made the transition back to in-person learning. I have said a million times over the past 3 months that PBIS provides a perfect framework for us to articulate, teach, practice, and reinforce all of these new routines in our buildings.
Peoples Academy Middle School
SEL, Trauma-Informed, & Restorative Practices Within the PBIS Framework
Universal Components
Defining behavior expectations
Teaching expected behavior
Acknowledging positive behavior
Addressing behavior concerns through a continuum of supports
Creating procedures for record-keeping and decision-making
Leadership Team
Purpose Statement
Few, Positive SW Expectations Defined, Posted, Taught, and Acknowledged
Dothan Brook School
Proctor Elementary
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
Teaching Behavior Expectations
Teaching Matrix | SETTING | |||||||
All Settings | Hallways | Playgrounds | Cafeteria | Library/ Computer Lab | Assembly | Bus | ||
| Respect Ourselves | Be on task. Give your best effort. Be prepared. | Walk. | Have a plan. | Eat all your food. Select healthy foods. | Study, read, compute. | Sit in one spot. | Watch for your stop. |
Respect Others | Be kind. Hands/feet to self. Help/share with others. | Use normal voice volume. Walk to right. | Play safe. Include others. Share equipment. | Practice good table manners | Whisper. Return books. | Listen/watch. Use appropriate applause. | Use a quiet voice. Stay in your seat. | |
Respect Property | Recycle. Clean up after self. | Pick up litter. Maintain physical space. | Use equipment properly. Put litter in garbage can. | Replace trays & utensils. Clean up eating area. | Push in chairs. Treat books carefully. | Pick up. Treat chairs appropriately. | Wipe your feet. Sit appropriately. | |
�
Expectations
1. SOCIAL SKILL
2. NATURAL CONTEXT
3. BEHAVIOR EXAMPLES
Teaching & Lesson Plans
Focus on Teaching
“If a child does not know how to read, we teach.�If a child does not know how to swim, we teach.�If a child does not know how to multiply, we teach.�If a child does not know how to drive, we teach.�If a child does not know how to behave, we…�
Teach…Punish?�Why can’t we finish the last sentence as automatically as we do the others?”�– John Herner
Acknowledging Behavior
Providing students feedback to let them know when and how they are meeting expectations (positive acknowledgement)
Why acknowledge students?
Behavior is learned
Learning is facilitated by guided feedback
Positive feedback has a greater likelihood of shaping behavior than negative behavior
Acknowledging Behavior
PBIS is about changing adult behavior!
We are trying to achieve a ratio of 6-8 positive to 1 negative adult-student interaction
Acknowledging Behavior
Considerations :
Procedures for addressing behavior concerns through a continuum of supports
This involves:
Data: SWIS Big 7: Core Reports
31
Avg. Referrals Per Day Per Month
Grade
Student
Problem
Behavior
Day of Week
Location
Time
Decision-Making/Problem-Solving Process
Prevention: | Remove/alter “trigger” for problem behavior |
Teaching: | Define, instruct & model expected behavior |
Reward: | Expected/alternative behavior when it occurs; prompt as necessary |
Extinction: | Increase acknowledgement of presence of desired behavior |
Corrective Consequence: | Use non-rewarding/non-reinforcing responses when problem behavior occurs |
Data Collection: | Indicate how you know when you have a solution |
“Data showed a high number of referrals in the cafeteria so we re-taught cafeteria expectations to the staff, students, and cafeteria personnel, posted signs with expectations and referrals decreased markedly.”
- PBIS Coordinator, Folsom
�What should you expect to hear/see in a PBIS School (at the Universal level)?�
80% of students can tell you the school-wide expectations and can say that they have been acknowledged for following them
80% of staff can tell you the school-wide expectations and can say they have acknowledged students for following them
School staff have taught the school-wide expectations to all students
Positive adult-to-student interactions exceed negative
�What should you expect to hear/see �in a PBIS School?�
School staff agree on which behaviors involve a referral to the office
The school has a leadership team that is representative of school staff and includes an administrator
Function-based behavior support is foundation for addressing problem behavior
Data- and team-based action planning & implementation are operating
PBIS Targeted and Intensive Levels
Targeted Interventions for Students who Need Additional Supports
Targeted Team matches intervention to student need based on function
Needed when students have more than BODFs or when requested
Check-In/ Check-Out is most common intervention
Interventions occur in conjunction with Universal supports
Intensive Supports for Challenging Behaviors at School
Why is the behavior occurring, what’s its function?
Prevent behavior from occurring
Teach replacement behaviors
Respond differently to reduce intensity
Behavior plan includes function-based strategies
Check progress. Did plan work?
If not, review & revise.
Where is PBIS?
VTPBIS Training Sequence:
Awareness Activities
Readiness Activities
VTPBIS Universal Level Readiness Activities Checklist
Vermont PBIS System of Support
FEEDBACK LOOPS
SUPPORT LOOPS
School Level:
School
Coordinators
SU/SD Level:
SU/SD Coordinators
State Level:
TAs
Trainers
Coaches
VTPBIS State TAs
Three types of TA to VTPBIS schools and SU/SDs:
1. SYSTEMS: Specific supports include:
2. DATA: Specific supports include:
3. PRACTICES: Specific supports include:
Stay Connected
Please share all of the awesome things you are doing by using #VTPBIS or @VTPBIS
What questions do you have?