Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

PBIS

No description
by

Lucinda Dedmond

on 31 March 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of PBIS

Positive Behavior Interventions and Supports
PBIS
Antecedents
Establish relationships
Behavior
Define behavior carefully:
Consequences
Consequences happen after a behavior occurs
Structure the room
Structure the day
A
B
C
Teach social skills every day:
how to calm down
how to handle frustration
how to be a friend-listen, ask friendly questions, care, help, play
how to take turns
how to share
how to ask for something
how to say "please don't do that" or "I don't like that"
emotional intelligence
Teach procedures
Teach rules
Practice
EXPECT to teach behavior every day
Coach
Pre-teach
Choose 3-5 rules
State the rules positively: what you want them TO DO
When faced with a behavior you don't want, tell the child a replacement behavior that you would like to see instead
For all
Tier One
They either reinforce or extinguish the behavior
Your attention (positive or negative) is the most powerful reinforcement there is
Children will do
what they hear from you!
Your attention is
Your Super Power!
Use it wisely
They must be delivered immediately and consistently.
Be careful to match the consequence to the behavior:
Give a positive for behavior you like-don't ignore positive behavior
Time out is an excellent consequence for behavior you don't like
Give 4 positives for every negative
Be specific with your description-"I like the way Susie is sitting quietly", "Thank you for solving that problem yourself"
Have a system for delivering positive reinforcement
Restitution is also perfect: if they make a mess, they clean it up
Fussing reinforces behavior!
The biggest and most common mistake I see is adults ignoring the children doing the right thing.
The children doing the wrong thing get all the attention.
Tier two
Some kids
People will work harder for positive reinforcement than they will to avoid punishment
A
ntecedents
15% more students will improve with Tier 2 methods

Pay attention to what is happening when the misbehavior occurs. Transitions? Naptime? Morning drop off? Independent work? Crowding?
Once you notice when and what is happening, usually you can figure out how to prevent it. Hold her hand in line, give him a book to help him sleep, use a transition object to help him leave his mom, give her a picture schedule to help her know what to do next, give extra space on the carpet, etc.
Write social stories to address the particular situations
Talk to the parents
B
ehavior
Be very specific when talking to the child about what you
want
him to do instead of what he's doing. Stand close, make eye contact, speak firmly, touch gently.
DON'T TALK TOO MUCH

Catch her being good!
Add a personal star chart to reinforce the specific behavior you want to see: ONE BEHAVIOR AT A TIME.
Pick a logical consequence for when the behavior occurs and deliver it calmly and consistently
80% of students will respond to these methods
c
Tier Three 1 out of 20 will need lots of extra support
5%
Have a meeting with parents and teachers
You are trying to identify the function of the behavior; what does the child get out of doing it.
Once you know the function, you'll know how to prevent it and what consequences to use. Both + and -
1. Identify the strengths of the child and what she likes:
write them down
3. Identify the triggers and timing: where and when it's happening, what else is happening, who else is there.

Antecedents: Prevention-what can we do to help the child avoid the behavior?
Behavior: Be specific, work on one behavior at a time, decide on the rule (the replacement behavior, what the child SHOULD do instead)
Consequences don't have to be more intense, but they do have to be more consistently delivered. Additional positive and negative consequences should happen at home. The star chart should go home EVERY DAY. Parents should sign it every day.
Make a plan. Consider:
Antecedents
Behavior
Consequences
Write it down
Negative consequences should start over each day, don't add what happened yesterday to what happened today. Each day is a new beginning.
It is helpful to add up positive consequences. They can save the stars they earn each day for a big celebration at the end of the week.
Rewards at home can be graduated: 10 minutes of extra play for every star, for example.
Collect Data
You have to keep track of the stars or time outs to see if the plan is working. By the time you get to Tier 3, nobody is objective; you have to count episodes so you can chart it.
It often gets worse before it gets better. Don't change a plan until you REALLY try it for 2 weeks.
Specific
Measurable
Observable
A
B
C
2. Define and count the behavior. You need a baseline so you know how often it is happening.
need a
little more...
Establish procedures for every context: apply the 3 big rules to each location
Establish 3 Big Rules
Teach problem solving every day
1. Define the problem
2. Think of solutions
3. Think would it be safe? fair? how would everyone feel?
4. Try it
Lucinda Murray Dedmond
February 7, 2015
onsequences
Tier 1: what you do for all
Tier 2: What you do for some
Tier 3: What you do for a few
Full transcript