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ADDRESSING THE NEEDS OF SCHOOLS USING POSITIVE BEHAVIOR SUPPORT

ADDRESSING THE NEEDS OF SCHOOLS USING POSITIVE BEHAVIOR SUPPORT. What is PBS?. A collaborative , assessment-based process to developing effective interventions for problem behavior

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ADDRESSING THE NEEDS OF SCHOOLS USING POSITIVE BEHAVIOR SUPPORT

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  1. ADDRESSING THE NEEDS OF SCHOOLS USING POSITIVE BEHAVIOR SUPPORT

  2. What is PBS? • A collaborative, assessment-based process to developing effective interventions for problem behavior • Emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes • Aim is to build functional, effective environments in which appropriate behavior is more effective than problem behavior

  3. Frequently asked questions • How is PBS a process? • How is PBS collaborative? • How is PBS proactive? • How is PBS educative? • How is PBS functional? • (Refer to handouts)

  4. School-wide Support • Procedures and processes intended for all students, staff, and settings • A building-wide team collaborates with school staff in development, implementation, and evaluation activities

  5. PBS Team Members • Approx. 6-8 participants form the PBS team • Representative of all faculty on campus • At least one administrator serves on the team • Introduce Team Members

  6. What will PBS look like in our school? • DATA is used to help track progress and identify areas to target for intervention • Discipline referral PROCESS & PROCEDURES are CONSISTENT throughout the school • Uses school-wide EXPECTATIONS & RULES in specific settings to TEACH students appropriate behavior • REWARD SYSTEM to encourage and model appropriate behavior and EFFECTIVE CONSEQUENCES to discourage inappropriate behavior.

  7. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… ...teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2

  8. Traditional Discipline Strategies • Reactive in nature (occurs after the problem behavior) • Assume students know how to behave and know what is expected of them • No acknowledgement of appropriate behaviors • Oriented toward short-term changes (attempts to address only the immediate problem)

  9. Results of School-wide PBS School-wide systems effect approximately 80% of the student population 80%

  10. What about the remaining 20%? • School-wide PBS is the first step. What follows? • Targeted Group PBS – addressing students who are at-risk for school failure, or display a chronic pattern of inappropriate behavior that do not respond to school-wide interventions (approx 10-15%) • Classroom PBS –reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms • Individual Student PBS –reflect school-wide expectations for student behavior coupled with team-based strategies applied with individual students based upon child-centered behavior (approx. 1-5%)

  11. How will the DATA make a difference? • Easy to read and interpret (graphs) • Helps us to quickly identify problem areas in need of change • Helps us to identify what is working well (Why waste our time?) • Lets us know if our interventions are working

  12. WHAT

  13. WHERE

  14. WHO

  15. WHEN

  16. Is there a need for PBS in our school? • Is there an active school-wide behavior management • program in place? If so, is it working? • Is there a high rate of positive feedback to our students? • Are consequences based on school rules and are they delivered consistently? • Does our school have a high rate of office discipline • referrals? Is there room for improvement? • Do staff anticipate problems and intervene early? • Is behavior taking away from your teaching time?

  17. Questions for individual teachers/staff: • Am I open to change in order to reach academic and behavior goals? • Am I committed to learning new strategies and participating in implementing them across campus?

  18. Staff Survey • Do you believe our school would benefit from PBS? • Do you agree to be an active participant in school-wide implementation?

  19. Contact Information & Resources • Heather Peshak-George, Ph.D. • Project Coordinator • Florida PBS Project • Phone: 813-974-6440 • Email: flpbs@fmhi.usf.edu • Website:http://flpbs.fmhi.usf.edu • OSEP Center on PBIS • Website:http://www.pbis.org

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