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Positive Behavior Support: An Overview

Positive Behavior Support: An Overview. Miami Trace Local MTMS/MTHS. We Get Tough…Does it Work?. Discipline and punishment don’t really mean the same thing;

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Positive Behavior Support: An Overview

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  1. Positive Behavior Support:An Overview Miami Trace Local MTMS/MTHS

  2. We Get Tough…Does it Work? • Discipline and punishment don’t really mean the same thing; • Getting tougher/making our punishments harsher as we react to misbehavior is not effective…does not result in calmer, more effective systems.

  3. What is PBS? • Evidence-based practices that focus on the whole system; • Planning to guide practices of all staff…for all students; • Leads to staff consistency across all settings; • Is proactive and not “reactive” to “behavior.”

  4. What is it NOT? • It’s not just about using rewards/reinforcements and punishments (both are consequences)….it’s about teaching expectations; • Not a canned program in a box for purchase; • Not “throwing out the baby with the bathwater” (but does mean that we have to use our data to see what DOESN’T work, too); • Not just about ignoring inappropriate behavior(s).

  5. What is it NOT? • Not a one shot-training or “spray and pray” seminar; • Based on a theory that students are “born with bad behavior” or that their “home lives” make them behave in “bad” ways; • Not a system in which the principal/assistant principal viewed as “the sole disciplinarians” of the school.

  6. Major Components of PBS 3 to 5 district/school-wide behavioral expectations that are explicitly taught to every student using building matrix …addresses classroom and non-classroom areas of the school Treat others as you want to be treated. Every day, come prepared to learn. Always be respectful. Make good choices.

  7. Major Components of PBS • School-wide system of reinforcement for all students as they demonstrate behaviors related to the expectations; • Relies on examination of data (where, when, who); • Uses internal instead of external behavior “experts”…considers everyone experts; • Is ongoing/requires that the Building Leadership Teams (BLTs) examine data at least twice a year in order to make good decisions.

  8. Major Components of PBS • Clarifies corrective consequences and increases consistency across all adults working in the school in reacting to misbehavior(s); • Clarifies what behaviors constitute office referrals.

  9. Major Components of PBS • More active/consistent supervision for common areas; • Relies on both encouraging and corrective feedback; • Results in a reduction in # of behavioral disruptions; • Focuses on increased “time on task” and decreased “down time”….the #1 factor known to result in higher academic achievement.

  10. ~5%Need School-Wide + Intensive Interventions ~5% Need School-Wide + Intensive Interventions ~10% Need School-Wide + Strategic Interventions ~10% Need School-Wide + Strategic Interventions ~85% Need Only School-Wide Instruction(Core Curriculum for All Students) ~85% Need Only School-Wide Instruction (3-5 Expectations + Positive/Corrective Feedback) Three Tiered Model Behavioral Systems Academic Systems Adapted from U.S. Department of Education, OSEP Effective School-Wide Interventions Decisions about tiers of support are data-based

  11. Wrap-Up • PBS is a school-wide umbrella under which other activities might function; • PBS means everyone; • PBS means a common vision, a common language and a common experience. What’s the difference between the terms “discipline” and “punishment”?

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