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JK Palmer

on 2 March 2015

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Transcript of PBIS

In a Nutshell
PBIS is the implementation of strategies that allow positive behaviors to be taught in the school setting, much like academics are. Then, special attention can be placed on those students who require additional support to meet the behavioral standards, just as extra support is provided for students who require a boost academically.

These behaviors should be:

1) Positively stated.


2) Easy to remember (SWPBS for Beginners, 2015).
Positive Behavioral Intervention and Supports
Once assembled, the team attends a workshop taught by skilled trainers who help the team identify 3 - 5 behaviors they would like to target and that would fit within and enhance their school culture.
"The application of evidence-based strategies and systems to assist schools to decrease problem behavior, increase academic performance, increase safety, and establish positive school cultures." (PBIS.org, 2014 [video])
How Does it Work?
Schools first form a team dedicated to the implementation of PBIS. Team members should include representatives from administration, as well as classified, and regular and SPED teaching positions.
"Be Respectful, Be Responsible, Be Safe."


"Respect Self, Respect Others, Respect Property."
The culture of the school and the surrounding community must always be a primary focus when defining the desired behaviors so that they, and any interventions, will be beneficial to the population being served.
The PBIS team must then return to the school and ensure that 80% or more of the school staff buys in to the chosen behaviors. (SWPBS for Beginners, 2015)
Fidelity to the practices school wide is key as, to be successful, students must consistently practice the desired behaviors.
George Sugai, Director of the Center for Behavior, Education, and Research points out, "You can have an evidence-based practice, but if you don't implement it with fidelity, you're not going to get the outcomes." (Sugai, 2011 [video])
With everyone on board, schools can go ahead and teach the behaviors like they would academics. Many schools will take time early in the year to set up stations - in the cafeteria, on the bus, in the playground - wherever the desired behaviors need to be practiced. Students travel from station to station and literally learn the behaviors that are expected there.
Interventions to help students achieve success with the behaviors are designed on a three-tiered continuum.
Tier One encompasses the entire school, and is sometimes referred to as SWPBS, or School Wide PBS.
Interventions at the Tier One level include:
Teaching school wide expectations
Bully prevention
Positive re-reinforcement (such as "gotcha" moments, where students found exhibiting positive behaviors are instantly rewarded)

Tier Two is for students who need additional support to adhere to the desired behaviors. Interventions at Tier Two occur in group settings, and may include:
Targeted social skills instruction
Anger management
Social skill club
Tier Three is for the 1% - 5% of the student population that does not respond to interventions at the Tier One and Two levels. These are individual support strategies and may include:
Person-centered planning
Function based support
Wraparound (Horner, 2015 [Power Point])
"Wraparound is a philosophy of care... used to build constructive relationships and support networks among students and youth with emotional or behavioral disabilities." (Wraparound Service and Positive Behavior Support, 2015)

Wraparound connects family, school, and community partners to establish a unique team for the student; the goals being to strengthen family relationships, provide a strong support network for family and student, and create success for the student at home and in the school setting.
PBIS is a data-driven practice, and data collection must be used during every step of the process to determine:
1) When behavioral infractions are most likely to occur (Are specific months, days, or even times of the day more conducive to behavioral missteps?).
2) Where behavioral infractions are likely to occur (Is there a particular part of the building which encourages students to stray?).
3) And ultimately, if the chosen interventions are successful (Are students who need interventions, benefiting from them?). (What is Primary Prevention?, 2015)
PBIS can help:
Reduce problem behavior
Increase academic performance
Increase attendance
Improve perception of safety
Reduce bullying behaviors
Improve organizational efficiency
Reduce staff turnover
Increase perception of teacher efficacy
Improve social emotional competence (Horner, 2015 [Power Point])

These benefits enticed the state of the Colorado Department of Education to begin implementing PBIS in state schools over twelve years ago, beginning with 2 districts, and 16 schools.

Since then, over 1000 Colorado schools have implemented PBIS (PBIS Implementation, 2014), as well as over 21,000 schools nation wide (Horner, 2015 [Power Point]).
In the end, PBIS can be a powerful tool for establishing and maintaining a school environment that promotes safety, equity, and inclusion for all students.
Advocating for PBIS in your school is a very simple process:
Simply visit PBIS.org, and click on "getting PBIS in my school."
Speak with you school administration or school board - PBIS has a presence in all fifty states, so someone is there to help you.
For more information visit PBIS.org; or, in the state of Colorado, go to www.cde.state.co.us and search "PBIS."

Experts in the field include:
George Sugai, Director of the Center for Behavioral Education & Research, who can be found at www.cber.org.
Rob Horner, Director of the Educational Community Supports at the University of Oregon, who can be reached at robh@uoregon.edu.
PBIS - Positive Behavioral Interventions and Supports.
SWPBS – School wide Positive Behavioral Supports.
Three tiered continuum – The three levels of support provided by PBIS; they are:
Tier One - School wide strategies.
Tier Two - Small group support.
Tier Three – Individual support.
Wraparound - A philosophy of care used to build constructive relationships and support networks among students and youth with emotional or behavioral disabilities by utilizing family, school, and community as partners.
Key Terms
Full transcript