Positive Behavioral Intervention and Support

1. Positive Behavioral Intervention and Support The Who, What, Where, When, Why, and How Presented by Kristen Gray CEP 841 Summer 2005

2. Who? Positive Behavioral Intervention and Support (PBIS) is not something that can be done for each and every behavior difficulty. It is designed for students �with serious, recurring problems that do not readily respond to typical discipline strategies, impede a student�s learning, or have been ongoing� (Gable et al., 1998, p.4). The school should have a team to discuss children for whom the PBIS will be implemented. This would be similar to a Resource Coordinating Team or a Child Study Team (parent, referring teacher(s), principal/assistant principal, school counselor, school psychologist).

3. What? Quite simply put, Positive Behavioral Interventions and Support (PBIS) is �a general term that refers to the application of positive behavioral interventions and systems to achieve socially important behavior change� (Sugai et al., 1999, p.6). Traditionally, teachers react to a behavior rather than working to prevent them from happening or teaching the children alternate means of expressing or handling themselves when a conflict arises. The traditional means requires that a child misbehave in order to be corrected or punished. Oftentimes there is no correction given, either. The child doesn�t know HOW to behave, only learns how NOT to, which doesn�t always help.

4. Where? PBIS can be implemented in the classroom, school-wide, or even district-wide. The best situation is to have at least a school-wide system set up. A teacher implementing PBIS single-handedly in the classroom with no support from administration would be difficult.

5. When? The process for PBIS begins with a Functional Behavior Assessment. This is the time when the student is observed by various individuals in different settings. The FBA provides insight into the presenting problem, the antecedents, the consequences of the behavior, and the possible reason behind the behavior. The PBIS follows the FBA. The PBIS is the �treatment plan� for the behavior diagnosis provided by the FBA. The timeline for all of this to happen begins with the first signs of recurrent troubles with a particular student.

6. Why? Doing a Functional Behavioral Assessment and then applying Positive Behavioral Interventions and Support requires an investment in time and resources. However, the payoff far outweighs this initial investment. Students learn to behave for their own sake and will continue with this valuable life skill even when a grown-up isn�t around to �catch� them. Children need to learn how to handle confrontational and otherwise uncomfortable situations. Teaching them appropriate strategies just makes sense. They will learn that the misbehavior doesn�t work as well as the alternative

7. How? �PBIS creates and sustains school environments that improve lifestyle results (personal, health, social, family, work, recreation, etc.) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional� (Sugai et al., 1999, p.7)

8. 4 Change Elements PBIS focuses on 4 major areas of change: Change of systems (policies, structures, routines) Change of environment Change of student and adult (parent, teacher, staff) behavior Change in appreciation of appropriate behavior in all involved individuals (student, staff, family, etc.) Sugai et al., 1999 p.12

9. Support Systems PBIS cannot function properly without support from the building administration and in some cases, community resources such as mental/public health, child and family services, and the juvenile justice departments. The adjustments made with and for the student must be school-wide. Children of all ages need consistency.

10. Implementation Stategies � A Personal Note Just last week I interviewed for a middle school science position. When asked about classroom management, I mentioned this class and, more specifically, the PBIS and FBA Concepts. Although I wasn�t blatantly laughed at, I could tell from body language and facial expressions that the principal, assistant principal, and 8th grade science teacher sitting in on the interview thought I was SO na�ve. I explained that this wasn�t something to be done for each and every student, but that it was something worth trying for the repeat �offenders.� The principal�s comment to me was �you have 46 minutes to teach each group of children�.�

11. Convincing the Powers That Be Having said that, I think that getting the initial �buy-in� from the administration and fellow teacher to implement PBIS would take lots of specific examples, success stories, and even a testimonial from someone who uses it. Training would be necessary, as it�s not something that can be done by the seat of your pants; at least not effectively.

12. Specific Examples If you notice that one of your students acts up repeatedly in the morning, investigate what happens prior to school. Adjustments to the schedule at home may eliminate this problem (wakes up too late, has to take care of siblings, parents are uncooperative�child feels rushed and unprepared for school). If children repeatedly come in from recess too worked up, either from lack of activity or playground problems, then the recess workers may need to either make sure the children get more activity or more supervision. The school-wide system needs some changes. If a child tends to blurt out answers or even inappropriate comments, it may be that he/she is just seeking attention or approval. Perhaps the adults in his/her life need to give more credit when appropriate behavior is presented.

13. Is It Working? Phone calls home, detentions, referrals to counselors, suspensions, fights, outbursts, and tattles will ideally diminish if PBIS is functioning properly in one�s classroom or school. This type of data is quite easy to track, so the evaluation wouldn�t be difficult to do. The PBIS Team, if there�s one in place, should meet at least once a month (preferable every 2 weeks) to discuss the data and make changes as necessary.

14. References Center for Effective Collaboration and Practice. Gable, R., Hoffman, C., Howell, K., Quinn, M., Rutherford, R. (1998). Addressing Student Problem Behavior- Part II: Conducting a Functional Behavioral Assessment. Washington, D.C. Sugai, G., Horner, R., Dunlap, G., Hieneman, M, Lewis, T., Nelson, C., et al. (1999). Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools.