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School-Wide Positive Behavior Support: Getting Started. George Sugai OSEP Center on PBIS University of Connecticut January 24, 2007 www.pbis.org www.swis.org [email protected] www.pbis.org. PURPOSE
OSEP Center on PBIS
University of Connecticut
January 24, 2007
Enhance capacity of school teams to provide the best behavioral supports for all students…...
Lack of financial support (since 2000)
Lack of discipline & control
>2000 lack of financial support
1991-2000 drug use
<1991 lack of discipline
Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, 41-59.
School-based Prevention & Youth Development ProgrammingCoordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable
(Zins & Ponti, 1990)
Runyon: “I hate this f____ing school, & you’re a dumbf_____.”
Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”
...Predictable individual response
When we experience aversive situation, we want select interventions that produce immediate relief
…..Predictable systems response!
……..Do learn better ways of behaving by being taught directly & receiving positive feedback….consider function
“Function” = outcome, result, purpose, consequence
4 PBS Elements
Systems for Students with High-Risk Behavior
Systems for Students with At-Risk Behavior
Wide Systems for
Staff, & Settings
~80% of Students
Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers.Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.
Top 3 School-
Systems of Data
+ If many students are making same mistake, consider changing system….not students
+ Start by teaching, monitoring & rewarding…before increasing punishmentDo we need to tweak our action plan?
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
Expectations & behavioral skills are taught & recognized in natural context
Respect Environment & Property
“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”
Input, Storage, &
Decision Making &