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