Positive Behavioral Intervention and Support

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Positive Behavioral Intervention and Support

• The Who, What, Where, When, Why, and How
• Presented by Kristen Gray
• CEP 841
• Summer 2005

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Who?

• Positive Behavioral Intervention and Support
  (PBIS) is not something that can be done for each
  and every behavior difficulty. It is designed
  for students with serious, recurring problems
  that do not readily respond to typical discipline
  strategies, impede a students learning, or have
  been ongoing (Gable et al., 1998, p.4).
• The school should have a team to discuss children
  for whom the PBIS will be implemented. This
  would be similar to a Resource Coordinating Team
  or a Child Study Team (parent, referring
  teacher(s), principal/assistant principal, school
  counselor, school psychologist).

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What?

• Quite simply put, Positive Behavioral
  Interventions and Support (PBIS) is a general
  term that refers to the application of positive
  behavioral interventions and systems to achieve
  socially important behavior change (Sugai et
  al., 1999, p.6).
• Traditionally, teachers react to a behavior
  rather than working to prevent them from
  happening or teaching the children alternate
  means of expressing or handling themselves when a
  conflict arises. The traditional means requires
  that a child misbehave in order to be corrected
  or punished. Oftentimes there is no correction
  given, either. The child doesnt know HOW to
  behave, only learns how NOT to, which doesnt
  always help.

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Where?

• PBIS can be implemented in the classroom,
  school-wide, or even district-wide.
• The best situation is to have at least a
  school-wide system set up. A teacher
  implementing PBIS single-handedly in the
  classroom with no support from administration
  would be difficult.

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When?

• The process for PBIS begins with a Functional
  Behavior Assessment. This is the time when the
  student is observed by various individuals in
  different settings. The FBA provides insight
  into the presenting problem, the antecedents, the
  consequences of the behavior, and the possible
  reason behind the behavior. The PBIS follows the
  FBA. The PBIS is the treatment plan for the
  behavior diagnosis provided by the FBA.
• The timeline for all of this to happen begins
  with the first signs of recurrent troubles with a
  particular student.

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Why?

• Doing a Functional Behavioral Assessment and then
  applying Positive Behavioral Interventions and
  Support requires an investment in time and
  resources. However, the payoff far outweighs
  this initial investment. Students learn to
  behave for their own sake and will continue with
  this valuable life skill even when a grown-up
  isnt around to catch them. Children need to
  learn how to handle confrontational and otherwise
  uncomfortable situations. Teaching them
  appropriate strategies just makes sense. They
  will learn that the misbehavior doesnt work as
  well as the alternative

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How?

• PBIS creates and sustains school environments
  that improve lifestyle results (personal, health,
  social, family, work, recreation, etc.) for all
  children and youth by making problem behavior
  less effective, efficient, and relevant, and
  desired behavior more functional (Sugai et al.,
  1999, p.7)

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4 Change Elements

• PBIS focuses on 4 major areas of change
• Change of systems (policies, structures,
  routines)
• Change of environment
• Change of student and adult (parent, teacher,
  staff) behavior
• Change in appreciation of appropriate behavior in
  all involved individuals (student, staff, family,
  etc.)
• Sugai et al., 1999 p.12

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Support Systems

• PBIS cannot function properly without support
  from the building administration and in some
  cases, community resources such as mental/public
  health, child and family services, and the
  juvenile justice departments.
• The adjustments made with and for the student
  must be school-wide. Children of all ages need
  consistency.

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Implementation Stategies A Personal Note

• Just last week I interviewed for a middle school
  science position. When asked about classroom
  management, I mentioned this class and, more
  specifically, the PBIS and FBA Concepts.
  Although I wasnt blatantly laughed at, I could
  tell from body language and facial expressions
  that the principal, assistant principal, and 8th
  grade science teacher sitting in on the interview
  thought I was SO naïve. I explained that this
  wasnt something to be done for each and every
  student, but that it was something worth trying
  for the repeat offenders. The principals
  comment to me was you have 46 minutes to teach
  each group of children.

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Convincing the Powers That Be

• Having said that, I think that getting the
  initial buy-in from the administration and
  fellow teacher to implement PBIS would take lots
  of specific examples, success stories, and even a
  testimonial from someone who uses it. Training
  would be necessary, as its not something that
  can be done by the seat of your pants at least
  not effectively.

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Specific Examples

• If you notice that one of your students acts up
  repeatedly in the morning, investigate what
  happens prior to school. Adjustments to the
  schedule at home may eliminate this problem
  (wakes up too late, has to take care of siblings,
  parents are uncooperativechild feels rushed and
  unprepared for school).
• If children repeatedly come in from recess too
  worked up, either from lack of activity or
  playground problems, then the recess workers may
  need to either make sure the children get more
  activity or more supervision. The school-wide
  system needs some changes.
• If a child tends to blurt out answers or even
  inappropriate comments, it may be that he/she is
  just seeking attention or approval. Perhaps the
  adults in his/her life need to give more credit
  when appropriate behavior is presented.

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Is It Working?

• Phone calls home, detentions, referrals to
  counselors, suspensions, fights, outbursts, and
  tattles will ideally diminish if PBIS is
  functioning properly in ones classroom or
  school. This type of data is quite easy to
  track, so the evaluation wouldnt be difficult to
  do. The PBIS Team, if theres one in place,
  should meet at least once a month (preferable
  every 2 weeks) to discuss the data and make
  changes as necessary.

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References

• Center for Effective Collaboration and Practice.
  Gable, R., Hoffman, C., Howell, K., Quinn, M.,
  Rutherford, R. (1998). Addressing Student
  Problem Behavior- Part II Conducting a
  Functional Behavioral Assessment. Washington,
  D.C.
• Sugai, G., Horner, R., Dunlap, G., Hieneman, M,
  Lewis, T., Nelson, C., et al. (1999). Applying
  Positive Behavioral Support and Functional
  Behavioral Assessment in Schools.