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Understanding Positive Behavior Support

Understanding Positive Behavior Support. Closing the Gap Conference November 12, 2009 Pamela A. Clark, MSW. Objectives. Present information about the focus, goal and benefits of Positive Behavior Support (PBS) Provide an overview of training, planning, and implementation timeline for PBS

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Understanding Positive Behavior Support

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  1. Understanding Positive Behavior Support Closing the Gap Conference November 12, 2009 Pamela A. Clark, MSW

  2. Objectives • Present information about the focus, goal and benefits of Positive Behavior Support (PBS) • Provide an overview of training, planning, and implementation timeline for PBS • Discuss where/how PBS fits with other BCSC initiatives

  3. Focus of PBS • Creates an environment in which positive behavior “works better” than problem behavior • Uses a data-based problem-solving approach (ODR) • Emphasizes the prevention of problem behavior by teaching and reinforcing desired behavior • Focuses on behavior of adults

  4. Goal of PBS Bartholomew Consolidated School Corporation, in partnership with local mental health and juvenile justice authorities, will develop a comprehensive, integrated, and systemic approach to children’s mental health in Bartholomew County.

  5. Benefits of PBS • Improved communication among community partners • Increased likelihood that students with mental health and behavior problems can stay in school and succeed as a result of less disruptive and more supportive school climates • Teachers have more time to focus on the academic strengths and needs of students because behavior problems no longer divert their attention

  6. Benefits of PBS (cont’d) • Mental health staff feel they develop a better understanding of a student’s behavioral motivations and psychosocial needs when they are co-located in the school and can observe the student in school

  7. Training on PBS • Training, technical assistance, and consultation provided for school personnel and mental health and juvenile justice professionals participating in the program • Indiana University, Indiana Institute on Disability and Community, Center on Education and Life Long Learning • Director of Alternative Education, Warsaw Community Schools • Information and education about the program provided to families

  8. Planning for PBS • Building-based teams (17) • Each consists of an administrator, general education (core or grade level) and special education teachers, student if appropriate, non-core teacher, coach • PBS Coaches • 4 Mental Health • 2 Probation • 1 Youth Services Center (detention) • 1 Private Mental Health • 1 Independent Consultant • 1 Public School

  9. Planning for PBS (cont’d) • Establish 3-5 broad school-wide positive behavior expectations (e.g. Respect, Responsibility, Safety) • Review school-based data to identify where & what problem behaviors are occurring (ODR data) • Develop specific positive behavior expectations for each location • Teach positive behavior that is expected • Establish adult expectations • Reward positive behavior as it occurs (4:1) • Re-teach as needed

  10. Implementation Timeline • May 2008 - Select School-based Teams • May 2008 - Community Advisory Board Orientation/Training • June 2008 - Confirm data systems are in place • August 2008 – August 2009 - PBS training (5 days) for all school teams • August 2008 - Coaches (Mental health, Juvenile Justice and School staff) training (2 days) • October, 2008 – August, 2009 - 4 additional days Coaches training

  11. Implementation Timeline • September, 2008 – June, 2009 - Ongoing School Team planning (1x mo) • June, 2008 – September, 2009 Community Team meetings (1x mo) • September, 2008- June 2009 - Coaches facilitation and support (1x mo) • June, 2009 - Training data collected • September, 2009 - Schools implement PBS plans • September, 2009 - Baseline implementation data collected • October, 2009 - Final Report written

  12. Universal Design for Learning • Personalized learning outcomes • Multiple means of representation • Multiple means of engagement • Multiple means of expression RESOURCES PROBLEM SOLVING Instructional Consultation Teams Teacher Assistance Teams CORE PROCESSES Academic Curriculum & Instruction Behavior Curriculum & Instruction Teacher Capacity Building

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