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PBIS Explained

created using Course Syllabus template
published by Nate Binzen

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PBIS (Positive Behavior Intervention and Support)

Nate Binzen

December 2015

What It Is and Why It Matters

A FRAMEWORK FOR SCHOOLS

• designed to enhance academic and social behavior outcomes for all students • schools adopt and implement a continuum of evidence-based interventions • encouraged by amendments to the Individuals with Disabilities Education Act (IDEA) in 1997, and now widely adopted in schools

HOW DOES IT WORK? BY...

Data

Outcomes

using data or information to guide decision-making

having student outcomes serve as the basis for practice selection

Evidence-based

establishing a continuum of behavior support practices and systems

specifying and adopting evidence- and research based practices

Systemic

It replaces punishment for misbehavior with a system of positively responding to students for achieving high expectations for behavior

WHY DOES IT MATTER?

data for decision making

SWPBIS (School-Wide Positive Behavioral Interventions & Supports)

1

measurable outcomes supported and evaluated by data

practices with evidence that these outcomes are achievable

systems that efficiently and effective support implementation of these practices

2

3

4

a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students

Emphasizes four integrated elements:

Addressing classroom management and disciplinary issues (e.g., attendance, tardies, antisocial behavior)

SCHOOLWIDE BENEFITS

Less reactive, aversive, dangerous, and exclusionary

More engaging, responsive, preventive, and productive

Improving supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health)

Maximizing academic engagement and achievement for all students

ESS

ORE

UPPORTING

NGAGING

S

S

E

E

L

M

L

M

It produces teaching and learning environments that are:

DDRESSING

A

A

PBIS CORE PRINCIPLES

All students

Early

1. schools can effectively teach appropriate behavior to all students

2. intervene early

Evidence-based

3. use a multi-tier model systems

4. use research-based interventions

Tiered

Often

Data

5. monitor student progress often

6. use data to make decisions

7. use assessments to screen, diagnose, and monitor progress

Assessed

Respect Learning • Work Quietly • Stay in my area • Keep focused on my work • Participate in class activities • Keep my eyes on my own paper

• Keep my hands to myself • Say positive things to others • Stay out of others’ personal space • Cooperate with others • Use non-offensive language • Make sure cell phones are off and away

• Be in my seat before bell • Dress appropriately • Try my best to complete work • Control my behavior

PBIS IMPLEMENTED IN THE 9TH GRADE

Teachers promulgate and instill positive behavior values continuously, such as:

Respect Others

Respect Learning

Respect Myself

POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS: HISTORY, DEFINING FEATURES, AND MISCONCEPTIONS, George Sugai and Brandi Simonsen, Center for PBIS & Center for Positive Behavioral Interventions and Supports, University of Connecticut. Version: June 19, 2012. OSEP Center on Positive Behavioral Interventions & Supports, What is School-Wide Positive Behavioral Interventions & Supports? May 4, 2009. wwwPBIS.org. PBIS Expectations Matrix for Secondary School: provided by Teach-Now. https://en.wikipedia.org/wiki/Positive_Behavior_Interventions_and_Supports Images: http://www.laurel.kyschools.us/content_page.aspx?cid=284&schoolID=13 http://www.behaviorinschools.com/schoolwide.html http://miblsi.cenmi.org/MiBLSiModel/Implementation/HighSchool/HSTierISupports/HighSchoolTeachExpectations.aspx

SOURCES