Positive Behavior Support Program (PBS) by rjj75795


									Positive Behavior
Support Program
   William R. Davie
  Elementary School
Positive Behavior Support is a
school-wide behavior program
now being adopted by many
schools in our district as well
as many other school districts
in North Carolina.
Your WRD PBS Committee
   Diane Ireland, Co-chair      Sandy Tucker, Internal
   Jen Meagher, Co-chair         Coach
   Angela Spillman,             Barbara Weaver
    Supply Person                Donna Lanning,
   Molly Connell,                Recorder
    Communications               Robin Seamon,
   Dr. Cinde Rinn                Communications
   Mary Ava Johnson,            Kristin Alexander,
    Database Manager              Communications
   Marjorie Moore               Carol Warchol,
             The "FACTS"
 Problem behavior is increasing
 School-wide discipline systems are typically
  unclear and inconsistently implemented
 Educators often respond to behavior issues
  with reactive interventions
 Educators lack skills to address problem
 Students have limited opportunities to learn
  and receive feedback on social skills
       What happens if we do not
   Three years after leaving
    school, 70% of antisocial
    youth have been arrested.
    (Walker, Colvin & Ramsey, 1995)

   82% of crimes are
    committed by people who
    have dropped out of school.
    (APA Commission on Youth Violence, 1993)
 Problem Behavior:
   Contributing Factors



  Community               Disability
Contributing Factors: Home
Poverty & Language

            Language Acquisition

               Children in homes of
                professionals hear 4 million
                words per year.

               Children in poverty hear
                250,000 words per year.
                (Hart & Risely 1995)
Contributing Factors: Home
Poverty & Language
             Affirmative statements

                Professional--30 per hour

                Working Class--15 per hour

                Poverty--6 per hour, along with
                 twice as many prohibitive

                 (Hart & Risely 1995)
Contributing Factors: Home
Parent/Child Social Interactions

        Common patterns found in homes
        of children at-risk for anti-social
                 Inconsistent discipline

                 Punitive management

                 Lack of monitoring
Contributing Factors:
   Students are left out or rejected by peers early on due
    to social skills deficits.

   Some are awarded social status as peers watch them
    push teachers' buttons, act as bullies, cause
    disruptions, etc.

   Kids who are most at-risk/anti-social find each other
    and form "alliances".
                           (Biglam 1995)
Contributing Factors: School

   Punitive disciplinary approach
   Lack of clarity about rules, expectations, and
   Lack of support
   Failure to consider and accommodate individual
   Academic failure

       (Mayer 1995)
Contributing Factors: Disability

Cognitive, learning, physiological and/or psycho-emotional
   disabilities often impact behavior through:

   Social skill deficits
   Communication and perception challenges
   Difficulty generalizing skills and knowledge
   Inability to comply with social norms
   Resistance to environmental expectations
So, what can we do?

 What is Positive Behavior
     Support (PBS)?
           Climate Change

  PBS is a broad range of systematic
    and individualized strategies for
    achieving important social and
 learning outcomes while preventing
          problem behavior.

             OSEP Center on PBIS
      Positive Behavior Support:
                Guiding Principles

   All students are valuable and deserve respect.

   School climate is a shared responsibility among
    administrators, teachers, staff, parents, and students.

   All students can be taught appropriate behavior.

   Regular positive reinforcement of appropriate
    behaviors will help them to occur more frequently.
       Positive Behavior Support:
                  Guiding Principles
   School personnel must be willing to examine their own behavior
    as students are taught to change theirs.

   Cultural differences exist and need to be understood.

   Positive relationships between students and adults are key to
    student success.

   Punishment is not an effective way to sustain behavior change.

   Problem behavior= Learning error.
      Positive Behavior Support:
                   Key Features

   Establishes environments that support long term
    success of effective practices

   Clearly defined behavioral expectations

   Implemented consistently by all staff

   Appropriate student behavior is taught

   Positive behaviors are publicly acknowledged
      Positive Behavior Support:
                   Key Features

   Problem behaviors have clear consequences

   Student behavior is monitored and staff receive
    regular feedback

   Implemented at school-wide setting, classroom &
    individual student levels

   Strategies are designed to meet the needs of all
   SCHOOL-WIDE                                  Tertiary Prevention:
   INSTRUCTIONAL &                              Specialized Individual
   POSITIVE BEHAVIOR                            Systems for students
                                                with high-risk
                                  5%            behavior


                                              Secondary Prevention:
Primary Prevention:                           Specialized Group
School-/Classroom-wide                        Systems for students
systems for all students,                     with high-risk behavior
Staff, Settings

                            80% of Students
            School-wide System for All Students
     Academic                                       Behavioral
Intensive, Individual Interventions                     Intensive, Individual Interventions
             Tutoring                                        Individual Positive Behavior
        Academic Remediation            5%   5%                     Support Plans
Targeted Group Interventions      15%                   Targeted Group Interventions
     Small Group Instruction                 15%             Social Skills Instruction
Focused Academic Help Sessions                            Reinforcement of Specific Skills

Universal Interventions                                 Universal Interventions
    Effective Instructional                               School-wide rules and procedures
                                                        Systematic Reinforcement Procedures
     Recognition of Academic
                                                        Recognition of Accomplishments
        Schools with Effective
1.   Effective Leadership
      Work smarter not harder
      Active involvement
      Clarity in direction

2.   Move Beyond Punishment
      Teach , monitor, reward appropriate behaviors
      Apply restitution and other logical consequences
      Schools with Effective
3. Use Different systems for different
  Universal: School-wide
     More than 35% of students receive referrals in a year
  Universal: Non-classroom settings
     There are many problems located in one area
  Universal: Classroom
     More than 50% of total school referrals from classrooms
  Small group/Individual student
     Repeat offenders
      Schools with Effective
4. Build Durable Systems
    Establish Commitments
      School-wide discipline is one of the top three
    Two to Five year time frame
    Self evaluation
      Build on what works
      Make all changes fit the local environment
      Self Assessment Survey
                       IF…                                  FOCUS ON…
 More than 40% of students        receive one or          School-Wide System
more office referrals
 More than 2.5 office referrals per student

 More than 35% of the office referrals come from
non-classroom settings                                    Non-Classroom System
 More than 15% of students referred from non-
classroom settings
  More than 60% office referrals come from
classrooms                                                   Classroom Setting
 50% or more of office referrals come from less
than 10% of classrooms
  More than 10-15 students receive 5 or more office   Targeted Group Interventions/
referrals                                                   Classroom Systems
  Less than 10 students with 10 or more office         Individual Student Systems
 Less than 10 students continue rate of referrals
after receiving targeted group settings
 Small number of students destabilizing overall
functioning of school

    William R. Davie's

 Positive Behavior Support

S how Respect
M ake Smart and Safe Choices
I nspire others
L isten Actively
E ngage in Learning
Expectations         Bus/Car            Cafeteria    Hallways          Bathrooms    Playground     Assemblies

Show Respect      Speak nicely       Keep your     Walk quietly   Respect the     Wait your       Treat others
                                    area clean      so others      privacy of      turn            as you want
                                     Use polite    can            others                          to be
                                    words           continue                                       treated

Make Smart and    Stay seated       Follow          Face           Clean up for    Use             Enter & Exit
Safe Choices      and keep aisles   Procedures      Forward        the next        equipment       gym in an
                  clear                                            person          properly        orderly

Inspire Others    Be a good         Be a good       Be a good      Be a good       Be a good       Be a good
                  example           example         example        example         example         example

Listen Actively   Follow adult      Follow adult    Follow adult   Report          Follow adult    Listen with
                  directions        directions      directions     problems        directions      your eyes
                                                                   immediately                     and ears

Engage in         Follow Bus/Car     Use good      Return to       Use good      Use problem     Ask
Learning          Expectations      manners         class          hygiene         solving steps   questions
                                     Make          promptly        Conserve      to settle       that are on
                                    healthy                        supplies        conflicts       topic
So, Now What?

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