Positive Behavioral
Interventions & Supports
Overview of Proactive Support Strategies
Module 1
2004 – Revised July 2012
Modified for Professional Development for Snipes Academy and Gregory ES by Judy Stubblefield -Student Support Services
October 2012
http://www.youtube.com/watch?v=pIOOwhmkoLo&feature=related
Objectives
• Participants will gain a basic
understanding of Positive Behavioral
Interventions and Supports (PBIS)
• Participants will acquire PBIS tools and
strategies to use on their campuses
Tools You Can Use
Strategies Worksheet
Strategy
When or who
Parking Lot
Why Are We Here?
NHCS Elementary Discipline Intervention Proposal
PBIS Intensive Tier Processes
Functional Behavioral
Assessment (FBA),
 Behavioral Intervention
(BIP),
Manifestation
Determination (MD)
Short-Term Suspension
Analysis (ST-SA) Processes
Got It!!
What is
“Positive Behavioral Interventions & Supports”?
 PBIS focuses on PROACTIVE support strategies
that reduce the likelihood of problem behavior
 allows individual students to be as independent
and successful as possible in the school setting
 it encompasses a range of strategies from
systemic to individual supports
Major Rationales for Use of
PBIS Strategies
• Schools will continue to
see more kids who
engage in problem
behaviors
• The strategy of exclusion
typically has been
ineffective and will
become increasingly more
problematic to use
•
Schools need to increase
the use of special
education practices in
general education to
assist in proactively
addressing problem
behaviors
Schools will be
implementing
“Problem Solving Model”
(PSM) processes
•
Is this your idea of
“Positive Behavioral Interventions & Supports”?
“John, you skipped
school the last 2
days. Our school
policy for skipping
is to suspend you
for a day.”
“Mary, if you are
not going to do
your work then we
will just have to
take your book.”
“Bob, if it is
attention you
want let’s just
go see the
principal.”
Proactive
Approach
+
Positive
Approach
=
Positive Behavioral Interventions & Supports
PBIS
Research Based Strategies. . .
 Changing
aspects of the
environment that trigger or follow
challenging behavior
 Teaching
the student more acceptable
replacement behaviors
Monitoring
the effectiveness of
modifications and instruction
PBIS Continuum
Universal
Interventions –
proactive strategies
supporting all
students
5%
15%
Intensive
Interventions individualized
strategies supporting
students with high
risk behaviors
Targeted
Interventions –
specialized strategies
supporting students
with
at risk behaviors
80% of Students
Tier I
Intensive
Targeted
System wide procedures
School wide systems
Classroom systems
Common Area systems
Proactive management ideas
Informal/formal data
collection and evaluation
Universal
Tier II
PSM Team / IAP / IEP
PSM Interventions
IAP or IEP
Functional Behavior Assessment
Intensive
Targeted
 Behavior Intervention Plan
Data collection, assessment,
observation
Mental Health in the Schools
Universal
Tier III
PSM Team / IAP / IEP





Formal evaluation
Functional Behavior Assessment
Behavior Intervention Plan
Manifestation Determination
Short-Term Suspension
Analysis Worksheet
Intensive
Targeted
Universal
Positive Behavioral Interventions & Supports
Universal
Targeted
Intensive
 School-wide PBIS
 PSM Team / IAP / IEP
PSM Team / IAP / IEP
-
-PSM Interventions
-IAP or IEP
-Functional Behavior
Assessment
-Behavior Intervention Plan
-Data collection, assessment,
observation
-Formal evaluation
-Functional Behavior
Assessment
-Behavior Intervention Plan
-Manifestation Determination
-Short-Term Suspension
Analysis Worksheet
System wide procedures
School wide systems
Classroom systems
Non classroom systems
- Proactive management
ideas
- Informal/formal data
collection and evaluation
Mental Health in the
Schools
Problem Solving Continuum
INTENSIVE
1–7%
STRATEGIC
5 - 15 %
CORE
80 - 90 %
School-wide systems to support student achievement.
Adapted from Sugai and Horner
Amount of Resources Required to
Meet the Student’s Needs
Problem Solving Model
Level IV
Level III
Level II
Level I
Consultation
with other
resources
Student
Study
Team
(SST)
Consultation
between
teachers and
parents
Intensity of Needs
IEP
Consideration
Q&A
From the Parking Lot
Basic Universal/School-wide
Common Area Expectations
TO THE RIGHT - TO THE LEFT…
http://www.youtube.com/watch?v=fAhXfcm_v40
PBIS TEAMS
SNIPES
•
•
•
____________
Cheryl Jones
GREGORY
K
•
Brittany Hardy K
1
•
Stacey Bell
1
•
Brenda Rice
2
_____________ 2
•
Sharon Dellinger
3
•
Liz Branter
3
•
Andrea Hayes
3
•
Phyllis Girch
4
•
Tracy Tucker
4
•
Leah Garcia
5
•
Gina Wright
5
•
Louise Walston SSW
•
Stacey Bell
SSW
•
Ellen Clayton Counselor
•
Cathy Lewis
•
Stacy Constantinou SSW
•
Jennifer Goss
•
Linda Blanch
•
Barbara Brown Para Ed.
•
Haley Morris
EC
Para Ed.
Para Ed.
Counselor
Team Composition
Campus administrator
8-10 people representing entire staff
Roles
Efficiency
Sample roles:
Internal Coach
Recorder
Keeper
Student Support Liaison (Counselor/SSW)
Data
Observer(s)
Next Steps
ADULT DATA
Consensus Ballots
Who’s in?
80%
Buy-in
4
Primary
Components
Protect
Visibility
Movement
Scanning
Connect
Positive Contact
Positive Reinforcement
Expect
Know school-wide
expectations
Proximity
Correct
Steps for Correcting Low-Level
Behaviors
Delivery of Consequences
Active Supervision Survey
Please complete the survey.
It is anonymous –
so answer honestly!
Your PBS team will use the
results to help develop a plan
to increase active supervision.
Establishing Expectations Examples
Common Area Expectations
COMMON AREA EXPECTATIONS
ARRIVAL PROCEDURES
1. STUDENTS:
 Arrive in a timely manner
 Walk to designated area
 Use Level 1 Voices
2. School Staff
 Report to assigned areas on time
 Greet parents and visitors
3. PARENTS:
 Report to designated areas
 Model positive behavior for students
 Listen to announcements and say the pledge
Examples, cont’d.
COMMON AREA EXPECTATIONS
HALLWAYS
STUDENTS:
1. Stop at posted signs and intersections
2. Walk on the right-hand side of the hall
3. Use Level 1 voices
School Staff:
1. Use Level 1 voices
2. Model appropriate behavior
3. Be aware and positive with students in need
VOICE
Level 0
Level 1
Level 2
Level 3
Level 4
LEVEL GUIDELINES
= Silence
= Whisper
= 2 or 3 people next to you can hear
= Entire class can hear
= Outside playground or athletic event
C
L
A
S
S
R
O
O
M
E
X
P
E
C
T
A
T
I
O
N
S
METZ COBRAS
VOICE LEVEL GUIDELINES
Level 0
Level 1
Level 2
Level 3
Level 4
Silence
Whisper
2 ó 3 people next to you
can hear
Entire class can hear
Outside playground or
athletic event
Resources
•
NHCS Special Education & Related Services Manual
•
Sprague, J. & Walker, H. (2005). Safe and healthy schools: Practical
prevention strategies. Iris Media.
• Web Resources
-www.pbis.org
-http://cecp.air.org
-www.udel.edu
-http://darkwing.uoregon.edu/~ttobin/ (Click on Case Study)
-https://archive.austinisd.org/academics/sss/pbs/
Thank You!
HTTP://WWW.YOUTUBE.COM/WATCH?V=60MQ3AG1C8O
PSY-GANGNAM STYLE