To what degree is your school implementing Positive Behavior Intervention and Supports (PBIS)?

Emaley McCulloch from Autism Training Solutions will be giving a free webinar on February 29 as part of the monthly free PD theme here at School Improvement Network. Emaley is writing a few blog posts to help you understand her webinar topic, Positive Behavior Intervention and Supports. 

And here's a hint for ya--it's not just for children with autism, and it's essential for classroom management. Enjoy!

The word Positive in Positive Behavior Interventions and Supports (PBIS) encapsulates the whole purpose and aim of PBIS in schools.

Past behavior management models lacked effectiveness because they were –

·    Reactive

·    Focused on punishment

·    Poorly implemented

Through PBIS, team members can take a proactive approach. They can reduce problem behaviors by making pro-social and pro-learning behaviors easy and rewarding for both teachers and students. Thus, teaching positive behavior as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise, and power underlying PBIS (Algozzine, Wang & Violette, 2011).

Although PBIS is an evidenced-based intervention, it is not a curriculum. PBIS is a framework for ensuring that all students have access to the most effective and accurately implemented instructional and behavior package possible.

The framework consists of three elements to achieve these outcomes:

1. Supporting staff behavior through school-wide systems
2. Supporting student behavior through evidence-based practices and
3. Supporting decision making through data

Framework of PBIS

Systems

The systems that are important in supporting the implementation of PBIS are:

·           Universal screening and assessment (http://www.apbs.org/Archives/Conferences/sixthconference/files/E4%20Breen%20et%20al.pdf, http://www.apbs.org/files/fbapractice.pdf)

·           Commitment to staff training in evidenced-based interventions (http://www.autismtrainingsolutions.com/autism-training-school-benefits)

·           Team-based collaboration (http://www.apbs.org/files/teamingpractice.pdf)

·           Fidelity measures (http://www.apbs.org/Archives/Conferences/8thconference/files/E8-Kelk11.pdf )

·           Progress monitoring (http://www.behaviortrackerpro.com/ )

·           Data-based decisions (http://apbs.org/Archives/Conferences/fourthconference/Files/Riffel_L_no1.pdf )

Evidenced-Based Practices

The practices that are important for supporting the implementation of PBIS are:

·           Functional Behavior Assessment (http://www.autismtrainingsolutions.com/content/fba-tool-kit )

·           Positive Behavior Support Planning (use of reinforcement and teaching meaningful replacement behaviors)

·           Using research-based teaching procedures and curriculum (http://www.nationalautismcenter.org)

·            Establish working conditions that support and promote strengths and talents of staff (http://www.apbs.org/files/systemschange.pdf )

·           Implement practices such as coaching, co-teaching, mentoring and self-assessment to measure fidelity of implementation (http://www.apbs.org/Archives/Conferences/seventhconference/files/F7_Basu.pdf )

Data-Based Decisions

The data that are important for supporting the implementation of PBIS are:

·           Academic assessments and progress monitoring

·           Operational defined behavior is measured over time in multiple settings

·           Quality of life measures (http://www.beachcenter.org/resource_library/beach_resource_detail_page.aspx?intResourceID=2481&Type=Tool )

What stage in the implementation process of PBIS are you in?

Here is a full  step-by-step guide to implementing PBIS in your school

http://www.osepideasthatwork.org/toolkit/pdf/SchoolwideBehaviorSupport.pdf