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PBIS Explained

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
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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
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