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Tate Hedtke

SPED 606
Assignment #2
Standard #5
Cross Categorical/ Learning Disabilities
Artifact Summary:
This artifact concerns PBIS and its implementation in schools. Also involved in the conversation
are the fundamentals of the program and how the program can be implemented into an
individuals IEP in order to promote positive behaviors the classroom.

IEP Goals in association with Behavioral Intervention


Education is an industry that thrives on new fads and buzzwords. Perhaps the most
prevalent buzzword and phrase in education the last few years has been introduced regarding
reinforcing and promoting positive behaviors. That buzz-phrase of course is Positive Behavioral
Intervention and Support (PBIS for short). PBIS is the most popularity used method of
enhancing the behaviors of not only special education students, but the general population of a
school as a whole.
From the PBIS website, PBIS is said to be:
Evidence based strategies and systems to assist schools in order to decrease problem
behavior, increase academic performance, increase safety and establish positive school cultures.
PBIS is an intervention program with several goals in mind. First of all, the program is
designed to educate educators. This step is extremely important because it creates a level of
consistency not only within a single building, but between entire school districts. Therefore, the
skills and behaviors students learn at the elementary school will hopefully be able to follow them
throughout their formative educational years.
The language used within the classroom and the building needs to be consistent in order
to promote retention. When students are expected to behave the same way from one classroom
to another, negative behaviors can be easily reduced simply because teachers have similar
expectations.
Another important facet while considering consistency of language is promoting bilateral
communication with parents. A frequent cause of confusion for parents is hearing a similar story
from their children, their childrens teachers, and administrators and not having the ability to
discern truth from fiction. With PBIS, all communication between school and home will be
conducted in the same professional, educational language, thus hopefully reducing if not
eliminating miscommunication.
PBIS is a research based, and assessable method towards increasing positive behaviors
within a learning community. PBIS can best be understood when organized in a triangle. The
base layer of the triangle is designed to be used with all students. This is the layer that sets the
precedent for all students to follow, every day, and in every setting. There are two different areas
of the triangle as well, the first regarding instruction. PBIS academic instruction needs to use
preventative classroom procedures and requires all educators to be very proactive towards
preventing negative outbursts.
The other side of the PBIS triangle is designed to encompass behavioral interventions.
The first step is to be used in all settings outside of and inside the classroom and much like the
academic instruction is designed to be preventative and proactive. These designs can be different
based on the level students that are being taught. In the elementary school and middle school,
this involves showing students how to walk through the halls, and even how to behave in the
lunch room and use the rest room. This first level of intervention is known as secondary
prevention and is to be used with all students, every day.
Climbing to the next level of the triangle, PBIS is designed to deal with repeat offenders
of moderate-severe school rules. The academic intervention side of things is designed to include
extremely efficient interventions with repeated, and rapid response to negative behaviors. This
level of intervention is known as secondary prevention.
The final level of PBIS is designed for the most flagrant offenders of school rules and
procedures and is known as the tertiary level. This level of intervention is designed to work with
students 1 on 1 and needs to include assessment based, and extremely intense interventions.

PBIS is designed not to punish students for their negative behaviors, but rather support
students positive behaviors. This can be done many ways, but is frequently used in conjunction
with a token system, or some other sort of rewards for students. Rewards can range from gift
cards, to movie tickets, even as high as something like an iPod or iPad. The thought is that when
educators focus on what they would like youth to do, and support these positive behaviors, the
students with negative behaviors will desire the positive attention and rewards and thus be selfmonitoring.
In the classroom, I have seen this work with several students on my own case load. In
our budget, we have been encouraged to purchase rewards and incentives for our students, which
can be tricky seeing as how not every student is motivated by the same rewards. A student of
mine frequently breaks simple classroom rules such as arriving unprepared, not having his
assignments completed, and exhibiting frequent outbursts in class out of turn.
As an IEP team, we developed a simple three point rating scale to judge his behaviors. If
he arrives to class with all of the required materials, and behaves in a manner commensurate with
his peers and school expectations he receives a 3 for the period. If he achieves a certain score,
he can earn a soda at the end of the day. If he earns five sodas in a week, he can earn a
McDonalds gift card. After receiving three McDonalds gift cards, he can earn a twenty dollar
gift card to the movie theater. We also wrote a goal in is IEP to coincide with this goal sheet.
The sheet is an effective way to monitor progress, and to hold the student accountable. We also
managed to get involvement from the parents and are in frequent contact with them. Over the
holidays for example, the student had the opportunity to go on a family vacation with his
grandmother to Florida, we never received better behaviors from this student than when he was
motivated with proper incentives.
PBIS is an all-encompassing behavioral support program that is said to be responsive by
nearly 80 percent of students involved. When properly implemented, I have seen these
procedures to be highly effective with elementary and middle school aged students. With many
of the high school aged students I have been involved with, they have been unresponsive so far.
Perhaps this is because of their age, they have simply grown beyond the incentives, or another
explanation could be that they have not had it for their entire education and have not been as
conditioned as current students.