Positive Behavioral Supports

1
Positive Behavioral Supports

• What Do They Look Like?
• How Can Schools, Classrooms, Teachers, and
  Parents Implement It?

2
The Need for PBS

• Teachers are asked to do more with less
• More heterogeneous school populations
• Students with disabilities represent 1 of the
  school populations but over 50 of the schools
  behavior problems
• Students need an effective environment to learn

3
Relevant Research

• Survey on crime and safety
• 71 of public schools had at least 1 violent
  incident.
• 29 of schools had problems with student
  bullying.
• 83 of the disciplinary actions were 5 or more
  days of suspension.
• Amendments to the individuals with disabilities
  education act (IDEA) became law (P.L. 105-17).
• Positive behavioral support (PBS).
• Functional behavioral assessment (FBA).

4
What Is PBS?

• Positive behavioral interventions and supports
  achieve socially important behavioral change
  (George Sugai and Robert H. Horner 2000).
• PBS is
• Behaviorally based.
• Uses culturally appropriate interventions.
• Consideration of social values.
• Provides support for adopting and sustaining
  practices.

5
Primary, Secondary and Tertiary Preventions with
PBS?
6
What Has PBS Done for Other Schools?

• Reduces office discipline referrals by 20-60
  (Bradley, Renee., Sugai, George., Horner,
  Robert., Palmer, Teri-Lewis., Todd, Anne.,
  Vincent, Claudia., Lewis, Tim., Barrett, Susan.,
  Lohnes, Burt., Dunlap, Glen., Kincaid, Donald.,
  Eber, Loucille., Freeman, Rachael., Sailor,
  Wayne., Massanari, Carol., Algozzine, Bob.,
  Putman, Robert., Scott, Terry., Liaupsin, Carl.,
  Riffel, Laura., Nelson, Mike., 2004).
• Deals with a wide range of behavior problems.
• Jonesboro Middle school in Clayton county, GA
  saved 8,670 minutes to handle problem behaviors
  (Sugai, G., Horner, R. H., Dunlap, G. Hieneman,
  M., Lewis, T. J., Nelson, C. M., Scott, T.,
  Liaupsin, C., Sailor, W., Turnbull, A. P.,
  Turnbull, H. R., III, Wickham, D. Reuf, M.,
  Wilcox, B. 2000).
• The use of this program in the juvenile detention
  system has had a 89-95 reduction in minor
  incidents (Nelson, C. M., Sugai, G., Smith, C.
  R. 2005, Summer).

7
How Schools Can Help

• Using data based decision making (Boland,
  Joseph,. Todd, Anne., Horner, Rob., Sugai,
  George. 2005)
• Developing a simple set of behavioral
  expectations
• Teaching behavioral expectations
• Acknowledging appropriate behavior
• Allowing for regular action planning
• Regular evaluations

8
How Classrooms and Teachers Can Help

• Modifying task characteristics
• Reorganizing the physical setting
• Clarifying routines and expectations
• Revising the activity schedule
• Providing positive reinforcements
• Teaching replacement skills

9
How Classrooms and Teachers Can Help

• Changing social interactions
• Providing more opportunities for choices
• Enhancing the predictability of the setting
• Addressing physiological issues that may be
  affecting behavior (Hieneman, M., Nolan, M.,
  Presley, J., DeTuro, L., Gayler, W., Dunlap, G.
  1999)

10
How Parents Can Help

• Connection with families by knowledge of
  backgrounds.
• Collaboration with the PBS team members.
• Learn how to teach their children the importance
  of school-wide expectations at home and in the
  community.
• Volunteer to participate in related school
  activities (http//www.pbis.org/families.htm).
• Family implementation check list
  http//www.pbis.org/files/ilNYS-PBIS20TIC2011-03
  20Part20C20only.DOC.

11
How Can We Tell If It Is Effective?

• Regular monitoring and evaluation.
• Use of adaptive skills.
• Decrease for crisis interventions.
• Students participation in community setting
  (Hieneman, M., Nolan, M., Presley, J., DeTuro,
  L., Gayler, W., Dunlap, G. 1999).

12
How Can We Tell If It Is Effective?

• Expansion of relationships.
• Increased independence in daily routines.
• Personal satisfaction with daily behavior or
  lifestyle (Hieneman, M., Nolan, M., Presley, J.,
  DeTuro, L., Gayler, W., Dunlap, G. 1999).

13
Summary

• PBS is needed to help students and teachers learn
  in a helpful environment.
• PBS is the assessment and change of environments
  to reduce problem behaviors and increase social,
  personal, and professional quality in their
  lives.
• Schools can develop, teach and acknowledge
  acceptable behaviors.

14
Summary

• Classrooms and teachers can create and change the
  environment, tasks, and routines to help
  students behavior.
• Parents can connect, collaborate, teach, and
  volunteer to better their childs school
  experience.
• We need to take action now to help all students
  to succeed in our schools.
• What are you doing to help ALL students in your
  classroom?

15
Positive Behavioral Support Detailed Plan
Resources

• Provided by the rehabilitation research and
  training center on positive behavior support
  http//www.fmhi.usf.edu/cfs/cfspubs/pbsguide/facil
  itatorguidepbs.htm
• Positive behavioral support benchmarks of
  effective practice
• http//rrtcpbs.fmhi.usf.edu/rrtcpbsweb/benchmarks
  .pdf

16
Resources

• Bradley, Renee., Sugai, George., Horner, Robert.,
  Palmer, Teri-Lewis., Todd, Anne., Vincent,
  Claudia., Lewis, Tim., Barrett, Susan., Lohnes,
  Burt., Dunlap, Glen., Kincaid, Donald., Eber,
  Loucille., Freeman, Rachael., Sailor, Wayne.,
  Massanari, Carol., Algozzine, Bob., Putman,
  Robert., Scott, Terry., Liaupsin, Carl., Riffel,
  Laura., Nelson, Mike., (2004) OSEP Technical
  Assistance Center on Positive Behavoral
  Intervantions and Support, July, 05, 2006
• http//www.pbis.org/main.htm
• Boland, Joseph,. Todd, Anne., Horner, Rob.,
  Sugai, George. (2005) Positive Behavior Support
  Survey. July, 10, 2005
• http//www.pbssurveys.org/pages/Home.aspx.
• Dunlap, Glen., Zarcone, Jennifer., Anderson,
  Cindy., Freeman, Rachael. (2004) Association for
  Positive Behavior Support. July, 10, 2006
  http//www.apbs.org/main.htm.

17
Resources

• Fox, Lise., Dunlap, Glen., Smith, Barbara.,
  Strain, Philip. (2002) Center for Evidence-Based
  Practice Young Children with Challenging
  Behavior. July, 07, 2006
• http//challengingbehavior.fmhi.usf.edu/index.htm
  l.
• Griggs, Peter., Turnbull, Anne. (2004) Addressing
  Cultural and Economic Diversity in PBS , July,
  14, 2006
• http//rrtcpbs.fmhi.usf.edu/rrtcpbsweb/Products/P
  BSprac.diversity.htm
• Hieneman, M., Nolan, M., Presley, J., DeTuro, L.,
  Gayler, W., Dunlap, G. (1999) Facilitator's
  Guide, Positive Behavioral Support. Tallahassee,
  FL Florida Department of Education, Bureau of
  Instructional Support and Community Services.
• http//www.fmhi.usf.edu/institute/pubs/pdf/cfs/pb
  spdfs/PBSwhole.pdf
• Horner, R.H. (1999). Positive behavior supports.
  In M. Wehmeyer J. Patton, (Eds.), Mental
  Retardation in the 21st Century (pp. 181-196).
  Austin, TX Pro-Ed.

18
Resources

• Igafo-Teo, J.D.(2002,2003) Michigan Positive
  Behavior Support Network. July, 9, 2006
• http//www.bridges4kids.org/PBS/index.htm.
• Larrivee, Barbara. (2005) Authetic Classroom
  Management. Creating a Learning Community and
  Building Reflective Practice BostonPearson
  Education Inc.
• Nelson, C. M., Sugai, G., Smith, C. R. (2005,
  Summer). Positive behavior support offered in
  juvenile corrections. Counterpoint, 1, 6-7
• http//www.pbis.org/files/PBSinJJS.rtf
• Sugai, G., Horner, R. H., Dunlap, G. Hieneman,
  M., Lewis, T. J., Nelson, C. M., Scott, T.,
  Liaupsin, C., Sailor, W., Turnbull, A. P.,
  Turnbull, H. R., III, Wickham, D. Reuf, M.,
  Wilcox, B. (2000). Applying positive behavioral
  support and functional behavioral assessment in
  schools. Journal of Positive Behavioral
  Interventions, 2, 131-143
• http//www.pbis.org/files/TAG1.doc