PBIS

Creating a Community
Within a School

Discussion
Talk

with your neighbors about

some common strategies used in
education to deal with behavioral
issues.

What

are the pros and cons of

some of these strategies?

 PBIS

POSITIVE BEHAVIORAL INTERVENTION and

SUPPORTS

SYSTEMATIC APPROACH TO
PROACTIVE, SCHOOL WIDE
BEHAVIOR

BASED ON RtI (Response to

Intervention) Model

PBIS framework is the application of RtI principles to the

improvement of social behavior outcomes for all
students.

Where did PBIS come from?

In

the reauthorization of the Individuals with Disabilities

Act of 1997, a grant to establish a national Center on
Positive Behavioral Interventions and Supports
Center was to disseminate and provide technical
assistance to schools on evidence based practices for
improving supports for students with Behavioral
Disorders.
Initially established to disseminate evidence-based
behavioral interventions for students with Behavior
Disorders (BD).
Focus is now on school-wide behavior support of all
students with focus on implementation practices and
systems.

Definition of PBIS (Formal)

a framework for enhancing the
adoption and implementation of a
continuum of evidence-based
interventions to achieve
academically and behaviorally
important outcomes for all students
(Sugai et al., 2000)

PBIS-What is it?
EVIDENCE

BASED PROGRAMS AND STRATEGIES TO

IMPROVE SAFETY, DECREASE PROBLEM BEHAVIOR
AND CREATE POSITIVE SCHOOL CULTURE

An

implementation framework that is designed to

enhance academic and social behavior outcomes
for all students by
Emphasizing the use of data for informing decisions
about the selection, implementation and progress
monitoring of evidence-based behavioral practices
Organizing resources and systems to improve durable
implementation fidelity

PBIS
Revolves

around

Prevention
Improve overall environment
Actively teaching students appropriate
social behaviors

Consists

of rules, routines, and physical

arrangements that are developed and
taught by school staff to prevent initial
occurrences of behavior the school
would like to target for change

New Adaptation - SWPBS

Stands

for:

SCHOOL WIDE POSITIVE BEHAVIORAL

INTERVENTIONS & SYSTEMS
IT IS: DECISION MAKING FRAMEWORK THAT
GUIDES BEST EVIDENCE-BASED ACADEMIC
AND BEHAVIORAL PRACTICES FOR
ALL STUDENTS

 SWPBS is about.
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
Maximizing
support for
academic
students w/
achievemen
EBD
t

Why PBIS?
Research

and experience has taught

us that systematically teaching
behavioral expectations and
rewarding students for following them
is a much more positive approach
than waiting for misbehavior to occur
before responding.
Establishes a climate in which
appropriate behavior is the norm

Why PBIS
Basic

logic of SWPBS (School Wide

Behavioral Systems) and essential
features within, such as teaching
expected behaviors and providing
high rates of positive feedback,
have been clearly linked to improved
student outcomes

Support for PBIS

Children

are developmentally
incomplete. They will always require
socialization, instruction, and
correction to shape fundamentally
egocentric behavior into interpersonal
skills that make our children capable
of interacting successfully.
(Skiba & Peterson, 2000)

Support for PBIS

- The human brain does not completely
mature until about age 25, and the last
part to mature is the frontal cortex that
controls decision-making and impulse
control, which means high school
students continue to benefit from
behavioral instruction and support.
(Johnson, Blum & Giedd, 2009)

Supporting Social Competence &

Academic Achievement

MS

TA
DA

Supporting
Staff Behavior

OUTCOMES

SY
ST
E

4 PBS
Elements

PRACTICES

Supporting
Student Behavior

Supporting
Decision
Making

 Characteristics of PBIS
Student

outcomes serve as the basis

for practice selection, data collection
and intervention evaluations.
These outcomes are
Academic and social
Individual and small group
Judged on their educational and social
value and importance
(McIntosh, Filter, Bennett, Ryan, & Sugai
2010)

Structure
PBIS

framework is designed to
support students
School-wide
Nonclassroom
Classroom
Individual student

 Six Important Principles

Develop

a continuum of scientifically based

behavior and academic interventions and supports
Use data to make decisions and solve problems
Arrange the environment to prevent the
development and occurrence of problem behavior
Teach and encourage pro-social skills and
behaviors
Implement evidence-based behavioral practices
with fidelity and accountability
Screen universally and monitor student
performance & progress continuously

 GENERAL
IMPLEMENTATI
ON PROCESS:
Getting
Started

Team

Agreements

Data-based
Action Plan

Evaluation

Implementation

Things to consider as a leader

Select

an effective PBIS team.

Include the principal, deans or APs, classroom

teachers, guidance counselor/social worker,
school psychologist, paraprofessional, special
education teacher, and cultural liaisons.
Additionally, others to consider on the team
would be cooks, custodians, bus drivers,
parents, and students. Most importantly,
select the right people.Ensure the
members set a positive tone, are
respected by others in the building, and
are energetic and creative planners.

Things to consider as a leader

Above

all and most importantly, the

principal must be the key facilitator.As
mentioned above, one of the key factors to
successful implementation of PBIS is surrounding
yourself with a great team. However, it is
crucially important you as the principal are
driving the ship and creating a vision for what
PBIS will look like in your building.
Attend training with your team and be attentive.
Have PBIS team meet on a regular basis
know the needs of your building better than anyone
and can identify key areas to focus on as you create a
PBIS framework.

Buy In
Overall,

staff will look to you for buyin and great teams will create the
momentum you will need to roll out
this initiative and in the end, sustain
these efforts.

Implementation
Different

at each site
Based on the needs of your school

Steps for developing

schoolwide behavior support
plan
1.

2.
3.

4.

5.

6.

Select expectations that are few in number, brief and positively

stated, and that promote social competence and student
academic achievement.
Teach expectations that are regularly reviewed with all students.
Use a system for encouraging and acknowledging pro-social
behavior.
Create a clear understanding among staff and administrators of
which challenging behaviors will be managed by the teacher in
the classroom and which by an administrator outside of the
classroom.
Consistently address consequences for rule infractions and dont
exclude students from the academic environment.
Have a school-based behavior support team regularly collect,
organize and review data, in order to make decisions about where
ongoing behavior support is most needed.

Teaching
Matrix Ex.

 Activity

With your group complete the boxes in the sample

matrix for the school level assigned to you
(Elementary, Middle, or High School) with behaviors
that would support
expectation.
Classro the
Hallway
Cafeteri Bathroo
om
Respect

 DATA BASED DECISION

MAKING
How you measure effectiveness
SWIS

SCHOOL WIDE INFORMATION

SYSTEM

STAFF ENTER DISCIPLINE REFERRAL AND

DATA IS
SUMMERIZED TO PROVIDE DATA AND
SHOW SCHOOL WIDE REFERRAL PATTERNS.

 Importance

of data to guide decision making

Need clarification and priority

Matching of need and intervention or practice
Evaluation of research-base for practice
selection
Student responsiveness and outcome impact
Intervention or practice fidelity
Social and ecological validity
Implementation adjust for efficiency,
effectiveness, and relevance
(Lewis-Palmer, Sugai, & Larson, 1999)

 DATA BASED DECISION

MAKING
SWIS

DATA

LOOK AT FIVE MAJOR QUESTIONS:

1.
2.
3.
4.
5.

HOW OFTEN DO REFERRALS HAPPEN?

WHAT BEHAVIOR HAPPENS MOST OFTEN?
WHERE DO THEY OCCUR?
WHEN DO THEY OCCUR?
WHICH STUDENTS ARE INVOLVED?

DATA BASED DECISION

MAKING
SAMPLE

CHART:

CAN ALSO BREAK DOWN DATA BY NUMBER OR REFERRALS, NUMBER OF STUDENTS,

NUMBER OF STAFF REFERRING, DEMOGRAPHICS, ETC

What outcomes are associate

with implementation?
Schools that establish systems with the capacity to
implement SWPBS with integrity and durability have
teaching and learning environments that are
Less reactive, aversive, dangerous, and
exclusionary, and
More engaging, responsive, preventive, and
productive
Address classroom management and disciplinary
issues (e.g., attendance, tardies, antisocial
behavior),
Improve supports for students whose behaviors
require more specialized assistance (e.g.,
emotional and behavioral disorders, mental
health), and

Potential Barriers to
Implementation

Failure to establish or loss of staff buy-in

Lack of Administrative Support
Insufficient Family Buy-in
Funding
Lack
of Communication
Misperception of what PBIS is
Lack of Integration of PBIS into School PBIS
is more than hanging up signs around the
building and handing out positive tickets
Break downs in Team Process and
Function

 Costs
Time

& effort
Training
Data System
Provide substitute teachers during
training
Money to make posters to post school
rules
Money to support a reinforcement
system

What can you take from these models without full

implementation?

Have

a couple of clear, concise,

expectations that represent what you
need from ALL students in your
school, even if you dont build the
entire matrix.
Continue to find ways to be proactive
in discipline not reactive, and do your
best to keep kids in class.

Resources
Symbaloo

 Resources
www.pbis.org
www.pbis.org/common/pbisresources

/.../PBIS_PD_Blueprint_v3.pdf
www.pbismn.org
http://
mespa.net/PBIS_Effective_implementa
tion_of2.html
http://
successfulschools.org/wp-content/up
loads/effective_strategies_article.
pdf?phpMyAdmin=168c4a6ce7f3t76b9b6d