PBS Review of Big Ideas

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PBS Review of Big Ideas

• pbis.org
• swis.org

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Big Idea

• Educational leaders must strive to lead and
  support development of sustainable and positive
  school climates
• The goal is to establish host environments that
  support adoption and sustained use of
  evidence-based practices(Zins Ponte, 1990)

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Positive School Climate

• Academic engagement and achievement are maximized
• Rates of rule violating behavior are minimized
• Acts of respectful and responsible behaviors are
  encouraged
• School functions are more efficient, effective,
  and relevant
• Supports for students with disabilities and those
  placed at risk of educational failure are improved

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Positive Behavior Support

• PBS is a broad range of systemic and
  individualized strategies for achieving important
  social and learning outcomes while preventing
  problem behavior with all students.
• EBS PBS PBIS etc.

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Social Competence and Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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PBS is

• Not a specific practice or curriculumits a
  general approach to preventing problem behavior
• Not limited to any particular group of
  studentsits for all students
• Not newits based on a long history of
  behavioral practices and effective instructional
  design and strategies

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Challengeincreasing schools capacity to

• Respond effectively, efficiently, and relevantly
  to a range of problem behaviors observed in
  schools
• Adopt, fit, integrate, and sustain research-based
  behavioral practices
• Give priority to unified agenda of prevention
• Engage in team-based problem solving

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Inter-related, Competing National Goals

• Improve literacy, math, geography, science, etc.
• Make schools safe, caring, and focused on
  teaching and learning
• Improve student character and citizenship
• Provide a free and appropriate education for all
• Prepare a viable workforce
• Affect incidence and prevalence of high risk,
  antisocial behavior
• Leave No Child Behind
• Etc.

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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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School-wide and Classroom-wide Systems

• 1. Common purpose and approach to discipline
• 2. Clear set of positive expectations and
  behaviors
• 3. Procedures for teaching expected behavior
• 4. Continuum of procedures for encouraging
  expected behavior
• 5. Continuum of procedures for discouraging
  inappropriate behavior
• 6. Procedures for on-going monitoring and
  evaluation

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Classroom Management Systems

• Behavior and classroom management
• Classroom-wide positive expectations taught and
  encouraged
• Teaching classroom routines and cues taught and
  encouraged
• Ratio of 6-8 positive to 1 negative adult-student
  interaction
• Active supervision
• Redirections for minor, infrequent behavior
  errors
• Frequent precorrections for chronic errors

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• Instructional management
• Selection
• Modification and design
• Presentation and delivery
• Environmental management

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Specific Setting Systems

• Positive expectations and routines taught and
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections and reminders
• Positive reinforcement

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Individual Student Systems

• Behavioral competence at school and district
  levels
• Function-based behavior support planning
• Team- and data-based decision making
• Comprehensive person-centered planning and
  wraparound processes
• Targeted social skills and self-management
  instruction
• Individualized instructional and curricular
  accommodations

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Emphasis on Prevention

• Primary
• Reduce new cases of problem behavior
• Secondary
• Reduce current cases of problem behavior
• Tertiary
• Reduce complications, intensity, severity of
  current cases

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Designing School-wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Science of Human Behavior

• Behavior is learned
• Behavior occurrences are linked to environmental
  factors
• Behavior change occurs through manipulation of
  environmental factors

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Local Context and Culture

• Consider characteristics of local stakeholders
• Families, businesses, students, staff members,
  etc.
• Consider relationship between school and
  community
• Maximize use of natural implementers

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Evidence-based Practices

• Outcome-based
• Monitoring of effectiveness, efficiency,
  relevance, and durability
• Function-based approach

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Active Administrative Participation

• Active member of leadership team
• Gives initiative priority
• Invests in 2-3 year implementation

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Emphasize data-based evaluation

• Self-assessment and action planning
• Continuous self-improvement
• Strengths and needs
• Strategic dissemination

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Implementation challenges

• Multiple, overlapping, and competing initiatives
• Overemphasis on conceptualization, structure, and
  process
• Underemphasis on data-based decision making
• Failure to build competence for accurate and
  sustained implementation
• Reluctance to eliminate practices and systems
  that are not effective, efficient, and relevant
• Low rates of regular positive acknowledgements
  and celebrations

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Implementation Levels
State
District
School
Classroom
Student
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PBS Organizational Logic
Visibility
Political Support
Funding
Leadership Team
Active Coordination
Evaluation
Training
Coaching
Local School Teams/Demonstrations