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PBS Overview

PBS Overview. PBS Definition.

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PBS Overview

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  1. PBS Overview

  2. PBS Definition Positive behavior support (PBS) is a proactive, comprehensive, systemic and individualized continuum of support designed to provide opportunities to allstudents, including students with disabilities, for achieving social and learning success, while preventing problem behaviors.

  3. Traditional Approach to Managing Challenging Behaviors Challenging behavior Perception of noncompliance Maintain/increase challenging behaviors Look to “Control “or “Punish” Design/apply manipulative interventions to have power over student Student’s needs remain unaddressed (Knoster and Lapos, 1993)

  4. Effective Behavior Support Challenging behavior Perception of unmet needs Personal growth improves self control Look to understand needs and develop hypothesis Reductions in challenging behaviors by learning alternative skills Improved Quality of Life Design/deliver prevention/ intervention strategies based on hypothesis Meet needs in a more socially acceptable manner (Knoster and Lapos, 1993)

  5. “If you always do what you have always done, You always get what you always got.” -Anonymous

  6. What is the Continuum of Behavior Support? Tertiary Prevention Students with Chronic/ Intense Problem Behavior (1-7%) Students At-Risk for Problem Behavior (5-15%) Students without Serious Problem Behaviors (80-90%) Specialized Individual Interventions (Individual Student System) Secondary Prevention Specialized Group Interventions (At-Risk System) Special Education Primary Prevention Universal Interventions (School-Wide System and Classroom System) All Students in School (Horner, 1998)

  7. Positive Behavior Support • Views the system, setting, or skill deficiency as the problem • Adjusts systems and settings and improves skills • Identifies and teaches replacement skills and builds relationships • Relies primarily on positive approaches • Has a goal of sustained results achieved over time • Is developed by a collaborative team Michigan Department of Education, 2001

  8. A Systems Approach to School-wide PBS School-wide Individual Student Non-Classroom Classroom

  9. PBS Implementation Levels Student Classroom School District State

  10. Four Defining Principles • Three-tiered approach to Prevention • Primary (Universal), Secondary (Specialized Group), and Tertiary (Individual) • Instructional Emphasis • Teach social skills the same as academic skills • Functional Perspective • Consider the meaning of behavior • Sustainability Priority • Use of practical interventions, multiple approaches, and on-going data collection

  11. Steps to Implement PBS • Set Priority and Mission • Form a Leadership Team • Examine Needs Through Data • Collection and use of data in a problem solving process to drive team decisions • Establish School-wide Behavioral Expectations • Clear expectations of positive behaviors • Teach Expectations Across Settings • Procedures for teaching behaviors • Encourage Expected Behavior • Develop continuum of procedures for encouraging and reinforcing expected behavior • Discourage Problem Behavior • Monitor Implementation and Progress (Washburn, Burrello, and Buckman, 2001)

  12. How To Define Clear and Consistent Expectations • Set 3-5 overarching expectations which apply to “all people in all settings” • Determine how these expectations will look in each setting • Set high, yet reasonable expectations • State positively and succinctly T.Knoster, 2000

  13. Bangor Area Middle School • B-Be Respectful • A-Act Appropriately • M-Manage Your Time and Tasks • S-Strive for Success T.Knoster, 2000

  14. BAMS: Morning Areas • Be respectful • Remain in designated areas • Act appropriately • Keep hands, feet, and objects to self • Talk quietly • Manage your time • Use designated exits • Exit in orderly manner • Strive to succeed • Keep self and other safe by not rushing around • Help others when needed T.Knoster, 2000

  15. BAMS: Cafeteria • Be respectful • Wait patiently in line • Follow the flow of traffic (outside-in) • Act appropriately • Keep your food & utensils on trays or in mouth • Raise hand to leave seat • Walk at all times • Manage your time • Be there on time • Have money/ticket ready to pay • Strive to succeed • Clean your area before you leave T.Knoster, 2000

  16. BAMS: Hallway • Be respectful • Keep hallways clean and free of litter • Act appropriately • Walk at all times • Close locker quietly • Keep to the right • Manage your time • Go to locker during designated times • Be in your class when the bell rings • Strive to succeed • Help others when needed • Give others a chance to get into their locker T.Knoster, 2000

  17. “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?” Teaching…. Tom Herner (NASDE President) Counterpoint, 1998

  18. Teaching Model Guided Practice Independent Practice

  19. Define and Teach Behavior • Teach Expectations • Make rules public • Articulate and model to students what is expected • Practice, Practice, Practice • Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline.

  20. Reinforcing and Responding to Behaviors • Reinforce Expectations • Catch students being good • Correct or reteach • Respond to behaviors of concerns • Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline.

  21. PBS School-wide Needed When: • Academic and social behavior goals not being achieved • High rates of problem student behavior, resulting in loss of academic time • Lack of universal procedures in schools to address problem behaviors • Families and the community are dissatisfied with the school’s response to problem behavior • Teachers express dissatisfaction with the current school-wide discipline plan

  22. Why Implement PBS? • School-wide PBS is a researched validated approach. • PBS utilizes school-wide discipline procedures, in conjunction with specific student interventions • Growing national concern regarding violence and aggressive behavior in schools • Research shows that suspension and expulsion are ineffective in changing student behavior

  23. Benefits of PBS • Research demonstrates office referrals decrease between 40-60% (Sugai, 2001). • PBS develops a school-community environment focused on safety and effective social behaviors in order to enhance the teaching and learning process • PBS improves the overall climate of the school community, while improving student academic success • PBS encourages the involvement of families and community members as partners with the school community.

  24. Results of School-wide PBS • Schools that have implemented school-wide PBS programs have seen: • 1/3 reduction of office referrals • 2/3 reduction of suspensions and expulsions • An increase in attendance • An increase in staff and student morale (Washburn, Burrello, & Buckman, 2001)

  25. Websites & Contact Information: • OSEP Center on PBIS • Website: http://www.pbis.org • RRTC - PBS • Website: http://www.rrtc.pbs • FL - PBS Project • Website: http://flpbs.fmhi.usf.edu • SERC • Regina Oliver oliver@ctserc.org

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