Positive Behavior Intervention

Supports
Brittany Floyd
My School in Max Larsen Elementary Pride
Problem Statement

¤  Traditional discipline in schools is focused more

on reacting to a student behavior.

¤  After a student shows undesirable behavior, they

are punished through loss of privilege, written
referral, suspension, or expulsion

¤  Research shows that the use of punishment

shows negative results on student behavior rather
than the reduction of misbehavior (Skiba, 2000)
 Problem Statement
6. Persistently confront unproductive behavior
A productive teaching and learning
environment can be made possible
by the implementation of these 7. Invoke consequences in a calm matter
reoccurring themes:
8. Comment on student behavior not personal
1.Demonstrate Caring traits

2. Being in control of yourself 9. Model desirable behavior

3. Communicate regularly and clearly 10. Teach students to make appropriate

with students choices

4. Establish enforceable rules and 11. Organize teaching activities to avoid

enforce them recognition
boredom and waste time

5. 5.Hold high expectations for

12. Provide ample opportunities for students to
students experience success and receive

(Larrivee, 2009)
 Problem Statement
¤  The implementation of Positive Behavior Intervention Support (PBIS)
encompasses all of the previously listed themes.

¤  “PBIS aims to alter school environments by creating improved

systems and procedures that promote positive change in student
behavior by targeting staff behaviors.” (Bradshaw et. All, 2008)

¤  “Introducing, modeling, and reinforcing positive social behavior is

an important step of a student's educational experience.
Teaching behavioral expectations and rewarding students for
following them is a much more positive approach than waiting for
misbehavior to occur before responding. The purpose of school-
wide PBIS is to establish a climate in which appropriate behavior is
the norm.” pbis.org
Definition

¤ “Positive Behavioral Support (PBS) is an

empirically validated, function-based
approach to eliminate challenging
behaviors and replace them with
prosocial skills.  Use of PBS decreases the
need for more intrusive or aversive
interventions (i.e., punishment or
suspension) and can lead to both
systemic as well as individualized
change. ” (http://www.nasponline.org)
Definition

¤  PBIS is teaching behavioral expectations in the same

manner of any other core subject (PBIS.org). It is A
framework in order to build a continuum of evidence based
interventions. PBIS is Multi tiered prevention for behavior.

¤  PBIS teaches kids to learn appropriate behaviors in all areas

in school. Rather than focusing on what is not aloud much
like in the “traditional management model”, PBIS teaches
students what behavior is expected in a more positive
manner. PBIS is a process that is constantly adapted to meet
the needs of the school (PBIS. org). PBIS is positive and
proactive rather than the traditional reactive “traditional
management model” (PBIS.org).
Facts & Statistics

¤  Research conducted over the past 15 years has shown

that the use PBS has been directly correlated with
positive behavior in students and schools.  (National
Association of School Psychologists)

¤  The Use of PBS has make schools safer.  Safer schools are
more effective learning environments. (National
Association of School Psychologists)

¤  Research has shown that there was over a 90% reduction
in problem behavior in over half of the studies; the
problem behavior stopped completely in over 26% of the
studies (Car et. All, 1999)
Facts & Statistics

¤  Schools that employ system-wide interventions for

problem behavior prevention indicate reductions in
office discipline referrals of 20-60% (Sugai, G., & Horner, R.,
2001)

¤  When school implement PBIS with fidelity, behavior will

improve and more time will be able to be spent on
academic instruction (Sugai, G., & Horner, R., 2001)
 School Wide Implementation
¤  Implementation of PBIS is feasible within a 1-2 year period (Sugai, G.,
& Horner, R., 2001)

¤  PBIS when implemented correctly is implemented within community,

family, district, school, classroom, non- classroom (e.g., cafeteria,
hallways, bus, playground, parking lot), and individual. (Department
of Education, 2000)

¤  All staff including the school administrator must buy in to the
implementation of School Wide PBIS

¤  Positive expectations are posted, visible, and known by all students
an example would be a positive school slogan such as: MAX respect
MAX responsible MAX ready MAX Larsen Elementary.
School Wide Implementation

¤  Positive expectations are

posted, visible, and known
by all students an example
would be a positive school
slogan such as: MAX
respect MAX responsible
MAX ready MAX Larsen
Elementary.
School Wide Implementation

¤  Positive school wide expectations are defined and

taught. Staff encourages students, and models positive
examples of the expectations!

¤  Contact between teachers and parents are positive and

preventative. PBIS steers away from corrections and
punishment.
 School Wide Implementation
¤  A full continuum of PBIS is
available for all students of
varying in needs and
supports.

¤  Used much like the three

levels of Response to
intervention within
academics

¤  Image (pbis.org)

School Wide Implementation

¤  A function-based approach must be used when

addressing misbehavior (Sugai, G., & Horner, R., 2001)

¤  Behaviorally knowledgeable staff must be readily

available

¤  A school-wide leadership team guides the adoption and

use of research validated practices (Sugai, G., & Horner,
R., 2001)
Classroom Implementation
¤  Marzano and Danielson classroom management
practices (Marzano, Marzano, Pickering, 2009;
Danielson, 2007)
¤  Post and teach classroom expectations and rules
¤  Implement effective classroom procedures and
routines
¤  Acknowledge appropriate behavior
¤  Establish and maintain positive classroom
interactions and climate
¤  Implement effective responses to inappropriate
behavior
Conclusion

Through the implementation of PBIS schools will see a

positive change in behavior and school culture. PBIS is a
proactive based management program, that focuses on
pre-teaching appropriate behavior and expectations rather
than simply reacting to misbehavior. PBIS is a school wide
initiative and must be implemented by all school staff.
School wide data should be collected and guide future
behavior based decisions. PBIS has many positive statistics
and the program has proven to be positive for
administrators, teachers, parents and students.
For more information visit the
following sites

¤  https://www.pbis.org

¤  http://www.pbisworld.com

¤  https://www.responsiveclassroom.org/sites/default/files/
pdf_files/PBIS_whitepaper.pdf

¤  http://www.wisconsinpbisnetwork.org/cool-tools.html

¤  http://www.nasponline.org/resources/factsheets/
pbs_fs.aspx
Citations

Websites
Positive Behavior Interventions And Supports. (n.d.).
Retrieved 2015. Tier Three Interventions. (n.d.). Retrieved 2015,
from http://www.pbisworld.com/tier-3/

National Association of School Psychologists. (n.d.).

Positive Behavioral Supports: Information for Educators.
Retrieved July 20, 2015, from http://www.nasponline.org

Sugai, G., & Horner, R. (2001, June). School climate and

discipline: Going to scale. The National Summit on the Shared
Implementation of IDEA, Washington, D.C. Available at:
www.ideainfo.org
Citations

Articles

U.S. Department of Education.  (2000).  Applying positive

behavioral support in schools: Twenty-second Annual Report to
Congress on the Implementation of the Individuals with
Disability Act.  Washington, D.C.: Author.

Bradshaw, C.,Koth, C., Bevans, K., Ialongo, N., & Leaf, P.

(in press). The impact of school-wide positive behavioral
interventions and supports (PBIS) on the organizational health
of elementary schools.School Psychology Quarterly.

Skiba, R. J. (2000, August). Zero tolerance, zero evidence: An

analysis of school disciplinary practice. (Policy Research Rep.
No. SRS2).
 Citations
Books
Larrivee, B. (2009). Authentic Classroom Management: Creating a
learning community and building reflective practice (3rd ed.). Upper
Saddle River, NJ: Pearson.

Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., McLaughlin,

D. M., McAtee, M. L., Smith, C. E., Ryan, K. A., Ruef, M. B., Doolabh, A.,
& Braddock, D. (1999).  Positive behavior support for people with
developmental disabilities: A research synthesis.  Washington, D.C.:
American Association on Mental Retardation.

Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom

management that works: Research-based strategies for every teacher.
Alexandria, VA: Association for Supervision and Curriculum
Development.