Positive Behavior Support Program PBS

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Positive Behavior Support Program(PBS)

• William R. Davie Elementary School

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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.
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Your WRD PBS Committee

• Diane Ireland, Co-chair
• Jen Meagher, Co-chair
• Angela Spillman, Supply Person
• Molly Connell, Communications
• Dr. Cinde Rinn
• Mary Ava Johnson, Database Manager
• Marjorie Moore

• Sandy Tucker, Internal Coach
• Barbara Weaver
• Donna Lanning, Recorder
• Robin Seamon, Communications
• Kristin Alexander, Communications
• Carol Warchol, Timekeeper

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WHY DO WE NEED TO DO SOMETHING DIFFERENT?
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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
  behaviors
• Students have limited opportunities to learn and
  receive feedback on social skills

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What happens if we do not intervene?

• 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)

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Problem Behavior Contributing Factors
Home
School
Community
Disability
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Contributing Factors HomePoverty 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)

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Contributing Factors HomePoverty Language

• Affirmative statements
• Professional--30 per hour
• Working Class--15 per hour
• Poverty--6 per hour, along with twice as many
  prohibitive statements
• (Hart Risely 1995)

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Contributing Factors HomeParent/Child Social
Interactions
Common patterns found in homes of children
at-risk for anti-social behavior

• Inconsistent discipline
• Punitive management
• Lack of monitoring

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Contributing Factors Community

• 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)

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Contributing Factors School

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

• (Mayer 1995)

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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

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So, what can we do?

• What is Positive Behavior Support (PBS)?

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POSITIVE BEHAVIOR SUPPORT
Instruction
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

PROACTIVE
Collaborative Process
Positive Reinforcement
data
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Positive Behavior SupportGuiding 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.

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Positive Behavior SupportGuiding 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.

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Positive Behavior SupportKey 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

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Positive Behavior SupportKey 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
  students

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CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL POSITIVE
BEHAVIOR SUPPORT
Tertiary Prevention Specialized Individual
Systems for students with high-risk behavior
5
15
Secondary Prevention Specialized Group Systems
for students with high-risk behavior
Primary Prevention School-/Classroom-wide
systems for all students, Staff, Settings
80 of Students
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School-wide System for All Students
Behavioral
Academic
Intensive, Individual Interventions
Tutoring Academic
Remediation Targeted Group Interventions
Small Group Instruction Focused Academic Help
Sessions Universal Interventions
Effective Instructional Practices
Recognition of Academic
Achievement


Intensive, Individual Interventions
Individual Positive Behavior Support
Plans Targeted Group Interventions
Social Skills Instruction Reinforcement of
Specific Skills Universal Interventions
School-wide rules and procedures Systematic
Reinforcement Procedures Recognition of
Accomplishments


5
5
15
15
80
80
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Schools with Effective Discipline

• Effective Leadership
• Work smarter not harder
• Active involvement
• Clarity in direction
• Move Beyond Punishment
• Teach , monitor, reward appropriate behaviors
• Apply restitution and other logical consequences

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Schools with Effective Discipline

• 3. Use Different systems for different
  challenges
• 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

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Schools with Effective Discipline

• 4. Build Durable Systems
• Establish Commitments
• School-wide discipline is one of the top three
  goals
• Two to Five year time frame
• Self evaluation
• Build on what works
• Make all changes fit the local environment
• Self Assessment Survey

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USE DATA TO MAKE DECISIONS
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William R. Davie'sPositive Behavior
SupportLogo
Presenting.
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• S how Respect
• M ake Smart and Safe Choices
• I nspire others
• L isten Actively
• E ngage in Learning

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EXPECTATIONS
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So, Now What?

• QA
• Commitment
• Patience and
• Cooperation