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PBS Systems Overview

This overview by Lisa P. Hammel focuses on establishing proactive, prevention-based Positive Behavioral Support (PBS) frameworks in schools. It emphasizes the importance of creating systems that prioritize positive, effective, and efficient approaches to both academics and behavior. Key elements include designing school-wide strategies for teaching, reinforcing positive behaviors, and providing tiered support tailored to individual student needs. The presentation outlines core components for primary, secondary, and tertiary interventions, along with the significance of data-driven decisions to enhance student outcomes across various settings.

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PBS Systems Overview

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  1. PBS Systems Overview Lisa P. Hammel Effective Educational Practices

  2. What does this mean? • Putting systems in place that are: • Proactive not Reactive • Based on Preventionnot Intervention • Positive not Punitive • Effective not just Preferred • Efficientnot Complicated

  3. Academics and Behavior • PBS as RTI: Treat behavior as you would any other subject: - Develop Scope/Sequence - Explicitly teach - Practice, review and reinforce - Re-teach those who need it - Give increasingly intensive supports to those who continue to struggle

  4. 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 Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  5. Foundations for PBIS • Staff vs. Admin managed behaviors • Morale (Cohesion/Safety/Value) • Progressive Discipline in the classroom • Skills • Motivation • Perception • Confidence = relaxation = learning

  6. I. Primary Interventions • Needs of School identified based on data • Develop School-wide system to address needs • School-wide system components: • Positive Expectations developed and posted • Positive Expectations formally taught • System for acknowledging/rewarding positive behaviors • Data collection/analysis system developed • Data interpreted & shared regularly (at least monthly) • Reward system revised regularly based on data • Booster instruction/rewards implemented

  7. II. Secondary Interventions • System for identifying targeted students/behaviors • At least 3 levels of intervention developed (least to most supportive) • System developed for moving from one level of intervention to next with automaticity • Data analyzed re: efficacy of interventions

  8. III. Tertiary Interventions • System developed for identifying targeted students/families • Community support network developed • Parent permission/family needs assessment obtained • Case manager identified • Wraparound services administered to student/family • Data analyzed re: efficacy of wraparound services

  9. QUESTIONS? Lisa Hammel lhammel@successfulschools.org

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