A New Perspective: Positive Behavior Intervention and Support

1. A New Perspective:Positive Behavior Intervention and Support Presented By: Sara Porter CEP 883

2. Pause and Reflect: Think of a student that you have had with challenging behavior.

4. Pause and Reflect Do traditional management techniques work for you? Have you ever felt burnt out or stressed over a student with problem behavior? What are your thoughts on removing a student from the class? How do you view your role in dealing with problematic behavior? Would you say your intervention techniques are reactive or proactive?

5. Positive Behavior Interventions and Support (PBIS)

6. Key Principles of PBIS

7. Understanding Behavior as a Function

8. What Is A Functional Behavior Assessment (FBA)?

9. The FBA Process At A Glance�

10. Completion of the FBA

11. The Purpose for Prevention in PBIS

12. Prevention and Intervention�To prevent misbehavior, interventions are imperative. To decide on an appropriate intervention and weigh contextual variables, ask yourself the following questions: When a student misbehaves, am I thinking about how the student can be helped to learn better-or just how the disruptive behavior can be eliminated? Is the intervention accompanied by a plan for the student to learn a new way of behaving? Does the intervention strategy for changing a student's behavior also include an external component to make it easier for the student to learn a more appropriate behavior? Is the intervention designed to initiate change to come from within the student? Is the student emotionally ready for the intervention? Does the intervention help the student learn anything about his/her behavior? What types of student misbehavior can I control to a significant degree by restructuring expectations and /or classroom procedures? Do students have other ways of obtaining acceptance and recognition besides behaving appropriately? Is the intervention goal merely to gain the student's compliance for the moment? After an intervention is the student typically angry? passive aggressive? After an intervention, is the student typically back to work, or not participating? Is the student/teacher relationship after an intervention enhanced, maintained, or eroded?

13. Choosing and Implementing an Intervention

14. *Tom Savage (1999) states that students with  persistent, challenging behavior �lack self-control� or  �meet their needs their misbehavior� (p. 158). *He also argues that �low profile responses to the  misbehavior of these students do not seem to have  much impact� (Savage, 1999, p. 158). *Savage believes that �more direct and forceful teacher  action� is necessary to replace the misbehavior (Savage, 1999, p.158) .

15. A Graphic Organizer for Direct Teacher Intervention

17. What would an example of PBIS look like in our school?

18. Implementing PBIS for Kyle

19. Evaluating PBIS: How Do We Know It�s Effective?

20. References A Personal Reflection Dealing with challenging behavior can be, in a word, exhausting. When I think back to the time I spent worrying about how my student�s parents may react to a situation I�d handled, or what my principal would say, I realize that it may have been time wasted. Although my efforts and techniques may have been good, they were too little too late. Understanding Positive Behavior Supports and Interventions as a proactive approach to managing challenging behaviors has given me a new direction and focus in my teaching. Taking a proactive, instead of a reactive, stance to misbehavior affords the student as well as myself many advantages. First, utilizing a Functional Behavior Assessment and implementing a behavior management plan allows me to focus on the causes of the behavior. They help to shed light on strategies I may be using that don�t work. The core of PBIS, to me, is viewing misbehavior through a child�s eyes and identifying the need or needs that are not being addressed appropriately. Secondly, PBS gives me the opportunity to fine tune my skills as an educator. Utilizing PBS allows for collaboration with my peers and experts in my building. That type of collaboration is essential in determining the antecedents and consequences of a behavior, as well as developing logical, appropriate interventions. In conclusion, when difficult situations arise I have a plan,a focus, and a direction. Instead of feeling helpless after misbehavior occurs, I will be able to intervene and hopefully replace the misbehavior. My reactive stance was not effective. Implementing PBS at an individual level, a classroom level, and ultimately a school-wide level will change the way I manage challenging behaviors, and more importantly how effectively I teach and reach my students. A Personal Reflection Dealing with challenging behavior can be, in a word, exhausting. When I think back to the time I spent worrying about how my student�s parents may react to a situation I�d handled, or what my principal would say, I realize that it may have been time wasted. Although my efforts and techniques may have been good, they were too little too late. Understanding Positive Behavior Supports and Interventions as a proactive approach to managing challenging behaviors has given me a new direction and focus in my teaching. Taking a proactive, instead of a reactive, stance to misbehavior affords the student as well as myself many advantages. First, utilizing a Functional Behavior Assessment and implementing a behavior management plan allows me to focus on the causes of the behavior. They help to shed light on strategies I may be using that don�t work. The core of PBIS, to me, is viewing misbehavior through a child�s eyes and identifying the need or needs that are not being addressed appropriately. Secondly, PBS gives me the opportunity to fine tune my skills as an educator. Utilizing PBS allows for collaboration with my peers and experts in my building. That type of collaboration is essential in determining the antecedents and consequences of a behavior, as well as developing logical, appropriate interventions. In conclusion, when difficult situations arise I have a plan,a focus, and a direction. Instead of feeling helpless after misbehavior occurs, I will be able to intervene and hopefully replace the misbehavior. My reactive stance was not effective. Implementing PBS at an individual level, a classroom level, and ultimately a school-wide level will change the way I manage challenging behaviors, and more importantly how effectively I teach and reach my students.