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Transcript of PBIS
Positive Behavior & Intervention Support
What does Positive Behavior and Intervention Support (PBIS) look like?
Assessment for PBS
Examples of PBS School Wide Level
Examples of PBS Individual Level
Questions to Ask When Selecting a Target Behavior
Is the behavior:
keeping the student or others from learning?
interfering with the student's ability to make friends?
harming the student, peers, adults, or family members?
Examples of PBS Classroom Level
What is Positive Behavior Intervention Support? (PBIS)
PBIS Definition: "an
that involves (a) a functional
assessment that defines the problem behavior
determines what maintains it
describes the environmental context associated with high and low rates of behavior
and (b) a focus on two primary modes of intervention:
Schalock et al., 2010, p. 222
altering the environment before a problem behavior occurs
teaching appropriate behaviors as a strategy for eliminating the need for problem behaviors to be exhibited
In Simpler Terms:
Why problem behavior may occur:
Every behavior serves a purpose.
Boden,L.J., Ennis, R.P.,&Jolivette,K. (2012). Implementing check in/check out fro students with intellectual disability in self-contained classroom.
Teaching Exceptional Children
, 45 (1), 32-39.
Feuerborn,L.L., Wallace, C.,&Tyre, A.D. (2013). Gaining support fro school wide positive behavior supports: A guide for teams.
, 22 (2), 27-34.
Martens, K.,& Andreen, K. (2013). School counselors' involvement with a school-wide intervention: Addressing behavior issues in a proactive and positive manner:
Professional School Counseling
, 16 (5), 313-322.
O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2014). Functional assessment and program development for problem behavior (3rd ed.). Stamford, CT: Cengage Learning.
Schalock et al. (2010). Intellectual disability: Definition, classification, and system of supports. Washington, DC: American Association on Intellectual and Developmental Disabilities.
S. Copeland, personal communication, January 30, 2014
How to determine if a target behavior is a problem:
PBIS in the Classroom Setting
A teacher has set up a reward system for her students (whole class) based on their behaviors as a whole class.
The teacher has to work with a student on an individual level to help the students behavior change.
-This is when BIP are created.
- You can also use incentive charts, in which a students can earn something if their behavior improves.
-Each student is different, so certain things will work for some students but not for all.
-You can send home daily behavior reports to a students parents.
- Check in/ Check out
-Each class that you have will be different, so they may not all respond to a reward system.
PBS is a school wide behavior system that follows the Response to Intervention (RTI) Model including Tier 1, Tier 2, and Tier 3 principles. This means that 80-85% of the school population should behave with just tier 1 intervention (which is school wide). Tier 2 should work for about 10-15% of the school population. Finally Tier 3 should work for 3-5% of the school population. ( Martens,K., & Andreen, K, 2013).
Three Term Contingency
Any given behavior has 3 components:
Also known as an ABC, this process is used to identify problem behaviors.
is a stimuli, setting, or context that occurs immediately before the behavior.
is the actual action that a person does or does not do.
is the stimuli that immediately follows the behavior, which increases, decreases, or has no impact on the occurrence of the behavior.
may also be present within a behavior. These events (environmental, physiological, or social) can occur at ANY time before or after the behavior and increase the likelihood that the problem behavior will occur.
What is PBIS?
Assessment for PBIS
Examples & Research
Functional Behavior Assessment
"is a set of processes for collecting information about problem behaviors and for defining the events in an environment that reliably predict and maintain those problem behaviors."
There are different levels of functional behavior assessments (FBA):
Informal Functional Behavior Assessment
Level I: Simple FBA
Level II: Complex FBA
Level III: Functional Analysis
It is also important to get the whole school involved. PBS will not be successful if the whole staff does not support PBS. ( Feuerborn,L.,Wallace,C.,& Tyre, A.D, 2013).
Simple Overview of the FBA Process
CICO (check in/check out, is an intervention that is used for students with ID. "CICO process monitors progress school wide of individual behavioral goals via daily progress report (DPR) cards and uses school based contingencies to reinforce positive behavior" ( Boden L.J , Ennis R.P & Jolcette K , 2012, p 33).
(Anderson & Horner)
Identify the target behavior (problem behavior)
Create an Operational Definition
Behavior Support (Intervention) Plan (BSP/BIP)
Name: Refusal of Task
Definition: Verbal refusal of task and physically removing himself from the work area
Examples: Stating, "I don't want to work and leaving the table."
Non-example: Following instructions to complete a simple task while sitting at table.
Conduct a Functional Assessment
Functional Assessment Interview (FAI)
Student-Directed Functional Interview
Functional Behavioral Assessment Interview
Behavioral Rating Scales
Motivational Assessment Scale
Problem Behavior Questionnaire
Create a hypothesis (Summary Statement)
When _____, he/she _____. The behavior is maintained by _____.
Designing an Effective BSP/BIP
Build on the results of FBA
Specify changes in teacher's/adult's/parent's behavior and the setting
Teach functionally equivalent replacement behaviors (appropriate behaviors)
Based on a sound behavior principle and applied correctly within a particular context
Make the problem behavior:
(O'Neill et al., 2014, p. 19)
(O'Neill et. al., 2014, p. 2)
The FBA process is
useful for all students and not just those receiving special education services.
It is part of the PBIS Model and therefore linked to the Response to Intervention Model (RTI).
(personal communication, January 30, 2014)
Select the components of the BSP/BIP (based on information from the functional assessment and the function of the behavior). Teach a replacement behavior.
Collect and evaluate the data after implementation to see effectiveness.
and generalize the intervention.
Analyze the results, reevaluate if needed, or fade as appropriate.
"...altering the environment before a problem behavior occurs
teaching appropriate behaviors as a strategy for eliminating the need for problem behaviors to be exhibited."
Schalock et al., 2010, p. 222