PBIS, Rules and Consequences Presentation

What Does PBIS Stand For?

“PBIS” is short for "Positive Behavioral Intervention and Supports" and it is interchangeable with with "SWPBS", which is short for “School-wide Positive Behavior Supports.”

What is PBIS?

PBIS is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.

Source: www.PBIS.org

People's inappropriate behaviors are difficult to change because they are functional; they serve a purpose for them. These behaviors are supported by reinforcement in the environment. In the case of students and children, often adults in a child’s environment will reinforce his or her undesired behaviors because the child will receive objects and/or attention because of his behavior. Functional behavior assessments (FBAs) clearly describe behaviors, identifies the contexts (events, times, and situation) that predict when behavior will and will not occur, and identifies consequences that maintain the behavior. It also summarizes and creates a hypothesis about the behavior, and directly observes the behavior and takes data to get a baseline. The positive behavior support process involves goal identification, information gathering, hypothesis development, support plan design, implementation and monitoring.

In order for techniques to work in decreasing undesired behavior, they should include: feasibility, desirability, and effectiveness. Strategies are needed that teachers and parents are able and willing to use and that have an impact on the child's ability to participate in community and school activities. Positive behavior support is increasingly being recognized as a strategy that meets these criteria. By changing stimulus and reinforcement in the environment and teaching the child to strengthen deficit skill areas the student's behavior changes in ways that allow him/her to be included in the general education setting. The three areas of deficit skills identified in the article were communication skills, social skills, and self-management skills. Re-directive therapy as positive behavior support is especially effective in the parent–child relationship. Where other treatment plans have failed re-directive therapy allows for a positive interaction between parents and children. Positive behavior support is successful in the school setting because it is primarily a teaching method.

Historical Development of PBIS

1980s. During the 1980s, a need was identified for improved selection, implementation, and documentation of effective behavioral interventions for students with behavior disorders (BD) (Gresham, 1991; Sugai & Horner, 1999; Walker et al., 1996). In response, researchers at the University of Oregon began a series of applied demonstrations, research studies, and evaluation projects. These efforts indicated that greater attention should be directed toward prevention, research-based practices, data- based decision-making, school-wide systems, explicit social skills instruction, team- based implementation and professional development, and student outcomes (Biglan, 1995; Colvin, Kame’enui, & Sugai, 1993; Horner, Sugai, & Anderson, 2010; Lewis & Sugai, 1999; Mayer, 1995; Sugai & Horner 2002).

1990s. In the reauthorization of the Individuals with Disabilities Act of 1997, a grant to establish a national Center on Positive Behavioral Interventions and Supports was legislated to disseminate and provide technical assistance to schools on evidence based practices for improving supports for students with BD. Given the results of their work in the 1980s, researchers at the University of Oregon successfully competed for the opportunity to develop the PBIS Center. A defining feature of the original center was the establishment of a partnership comprising researchers and implementers from the Universities of Oregon, Kansas, Kentucky, Missouri, and South Florida, and from prominent providers of specialized supports (i.e., Illinois Wraparound Network, May Institute, Sheppard Pratt Health Systems) (www.pbis.org, Sugai et al., 2000).

2000s. The National Technical Assistance (TA) Center on PBIS is currently in Year 14 (third 5-year grant cycle), and has assisted in shaping the PBIS framework (also referenced as “school-wide positive behavior supports”), and providing direct

PBIS Revisited 1



professional development and technical assistance to more than 16,000 schools. Other Center activities include (a) web-based collection and dissemination of evidence-based behavior practices and systems (www.pbis.org), (b) two national leadership and dissemination conferences (October Leadership Forum, and March partnership with the Association for Positive Behavior Supports), (c) three best-practices and systems “blueprints” (Implementation, Evaluation, and Professional Development), (d) numerous publications and professional presentations, and (e) school, district, and state implementation demonstrations.

www.pbis.org

What are PBIS “systems?”

PBIS emphasizes the establishment of organizational supports or systems that give school personnel capacity to use effective interventions accurately and successfully at the school, district, and state levels.

These supports include (a) team-based leadership, (b) data-based decision- making, (c) continuous monitoring of student behavior, (d) regular universal screening, and (e) effective on-going professional development.

For Example...

https://drive.google.com/?tab=mo&authuser=0#my-drive

https://docs.google.com/file/d/0B6crX2tUMkUQVmg5SFlMWGJaVXc/edit?usp=drive_web

http://www5.milwaukee.k12.wi.us/dept/rti/resources/behavior/

What does PBIS have to do with school discipline and classroom management?

Effective classroom management and preventive school discipline are essential for supporting teaching and learning.

PBIS goes further by emphasizing that classroom management and preventive school discipline must be integrated and working together with effective academic instruction in a positive and safe school climate to maximize success for all students.

TC Roberson Rules and Regulations

http://www.buncombe.k12.nc.us/Page/16708

Other Interesting Things...

http://law.duke.edu/sites/default/files/migrated_files/dl_file-childedlaw-schooldiscipline-downloads-discipline_manuscript_1.pdf

http://www.buncombe.k12.nc.us/Page/16246

http://www.buncombe.k12.nc.us/cms/lib5/NC01000308/Centricity/Domain/6/12_1_11_pol_462_std_dis.pdf