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PBIS

PBIS. Positive Behavioral Interventions and Supports. PBIS Defined. A systems approach, establishing the social culture and behavioral supports needed for all children in a school to achieve both social and academic success.

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PBIS

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  1. PBIS Positive Behavioral Interventions and Supports

  2. PBIS Defined A systems approach, establishing the social culture and behavioral supports needed for all children in a school to achieve both social and academic success. SW-PBIS is not an add-on program or a pre-packed curriculum, but rather it is an approach, or system, that can be achieved through a variety of strategies.

  3. Features of SW-PBIS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • Collection and use of data for decision-making • Continuum of intensive, individual interventions • Administrative leadership – Team-based implementation

  4. Steps to Implementing PBIS • Create PBIS Leadership Team • Identify 3-5 Potential School-wide Expectations • Construct AND TEACH a Behavior Matrix for each School Setting • Monitor, Review Data, Re-Teach Behaviors, and Revise System

  5. Step 1: PBIS Leadership Team • Active administrator • Representative building staff members, family members & students • Members should be respected • Members understand behavioral principles • Members should be collaborative, critical examiners who are also supportive

  6. Step 2: Defining School Social Expectations • Purpose • Means of communication • Consistent communication • Guidelines • Identify 3-5 Expectations – That Are the Desired Behaviors that Replace Your Problem Behaviors • Short, Positive Statements (what to do!) • Easy to remember • For all students, staff, and settings • Matrix

  7. Step 3: Construct AND TEACH the Behavior Matrixes • The behavior matrix identifies specific student behavior to meet school-wide expectations across various school settings • It establishes universal expectations to guide all students and staff • It provides teachers the language for giving behavioral feedback to students on school-wide expectations • It uses positive statements

  8. Step 4: Sustainability • Monitor and reinforce behavior expectations • Use data to make decisions and re-teach behavior expectations and/or revise system

  9. H.U.G.S. Hello, Update, Goodbye System Allows students to: • Check in with a significant adult before school • Carry a tracking form • Ask their teacher to rate their behavior • Check out with a consistent adult at the end of each day • Take the form home to parents

  10. H.U.G.S Tracking Form

  11. Third Tier Interventions • Social Stories • Contracts • Functional Behavior Assessment (FBA) • Individual Education Program (IEP)/Individualized Support Plan

  12. Features of SW-PBIS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • Collection and use of data for decision-making • Continuum of intensive, individual interventions • Administrative leadership – Team-based implementation

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