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Positive Behavior Interventions and Strategies

Positive Behavior Interventions and Strategies

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Positive Behavior Interventions and Strategies

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  1. Positive Behavior Interventions and Strategies Acton Elementary Staff PBIS Development

  2. What is PBIS? The application of evidence-based strategies and systems to assist schools • to increase academic performance • increase safety • decrease problem behavior • and establish positive school cultures

  3. Transitions in hallway Not prepared Lunch room noise Arrival and dismissal Consistent rules Consistent reinforcement Common language and procedures Supervision in all areas of the school Common understanding of the rules Common Elementary School Concerns

  4. PBIS Idea Positive Behavior Support is a process for teaching children appropriate behavior and providing the supports necessary to sustain that behavior. PBIS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success

  5. Why Use a School-Wide Approach? It reduces challenging student behavior through a proactive, positive, and consistent manner across all school settings and improves academic achievement and social competence

  6. Be Consistent

  7. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  8. PBSI Representative Team • Administration • Andrea Jones • Tameka Butts • Karen Boss-Johnson • Phyllis Lau • Kelicia Jackson • Natalie Chase • Jessica Applegate

  9. Expectations Schools identify 3 to 5 overarching expectations which reflect the needs of the school community. The expectations are stated briefly and in a positive manner. They often address: • Respect • Responsibility • Safety

  10. PBIS involves the entire staff you decide what your focus will be you decide how you will monitor and evaluate progress you decide what your goals are you decide what you’ll do to get there you decide whether to keep going or change

  11. Discipline is… The actions parents and teachers take to increase student success (Charles, 1980). Prevention Rules, Routines, Arrangements ReactionConsequences

  12. Recognize Appropriate Behaviors Once appropriate behaviors have been introduced and taught, they need to be recognized on a regular basis.

  13. Acknowledgements • “Thanks for…” • Public acknowledgement • Privileges • Tangibles • Parent Reporting

  14. Consistent Consequences • Responding to negative behavior • Immediate and consistent • Try to keep with natural consequences • Use the least amount necessary to get desired behavior • Pre-plan and teach • Correction and re-teaching • Use only with reinforcement for replacement behavior • Should defeat function of problem behavior

  15. Corrective Consequences: Maintaining Desired/Expected Student Behavior • Redirection • Planned ignoring • Restitution • Re-teaching • Time-out • Behavior Contracts • Crisis Planning • Modeling • Proximity & Movement • Eye Contact • Cueing (verbal & nonverbal)

  16. Sustain and Maintain Progress • Identify trends or areas of problem behaviors AND successes • Identify needed interventions • Provide clarity for staff in how to respond to behaviors