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ADDRESSING THE NEEDS OF SCHOOLS USING POSITIVE BEHAVIOR SUPPORT PowerPoint PPT Presentation


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ADDRESSING THE NEEDS OF SCHOOLS USING POSITIVE BEHAVIOR SUPPORT. What is PBS?. A collaborative , assessment-based process to developing effective interventions for problem behavior

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ADDRESSING THE NEEDS OF SCHOOLS USING POSITIVE BEHAVIOR SUPPORT

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Addressing the needs of schools using positive behavior support l.jpg

ADDRESSING THE NEEDS OF SCHOOLS USING POSITIVE BEHAVIOR SUPPORT


What is pbs l.jpg

What is PBS?

  • A collaborative, assessment-based process to developing effective interventions for problem behavior

  • Emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

  • Aim is to build functional, effective environments in which appropriate behavior is more effective than problem behavior


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Frequently asked questions

  • How is PBS a process?

  • How is PBS collaborative?

  • How is PBS proactive?

  • How is PBS educative?

  • How is PBS functional?

  • (Refer to handouts)


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School-wide Support

  • Procedures and processes intended for all students, staff, and settings

  • A building-wide team collaborates with school staff in development, implementation, and evaluation activities


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PBS Team Members

  • Approx. 6-8 participants form the PBS team

  • Representative of all faculty on campus

  • At least one administrator serves on the team

  • Introduce Team Members


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What will PBS look like in our school?

  • DATA is used to help track progress and identify areas to target for intervention

  • Discipline referral PROCESS & PROCEDURES are CONSISTENT throughout the school

  • Uses school-wide EXPECTATIONS & RULES in specific settings to TEACH students appropriate behavior

  • REWARD SYSTEM to encourage and model appropriate behavior and EFFECTIVE CONSEQUENCES to discourage inappropriate behavior.


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“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we…

...teach? …punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

Tom Herner (NASDE President ) Counterpoint 1998, p.2


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Traditional Discipline Strategies

  • Reactive in nature (occurs after the problem behavior)

  • Assume students know how to behave and know what is expected of them

  • No acknowledgement of appropriate behaviors

  • Oriented toward short-term changes (attempts to address only the immediate problem)


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Results of School-wide PBS

School-wide systems effect approximately 80% of the student population

80%


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What about the remaining 20%?

  • School-wide PBS is the first step. What follows?

  • Targeted Group PBS – addressing students who are at-risk for school failure, or display a chronic pattern of inappropriate behavior that do not respond to school-wide interventions (approx 10-15%)

  • Classroom PBS –reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms

  • Individual Student PBS –reflect school-wide expectations for student behavior coupled with team-based strategies applied with individual students based upon child-centered behavior (approx. 1-5%)


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How will the DATA make a difference?

  • Easy to read and interpret (graphs)

  • Helps us to quickly identify problem areas in need of change

  • Helps us to identify what is working well (Why waste our time?)

  • Lets us know if our interventions are working


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WHAT


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WHERE


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WHO


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WHEN


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Is there a need for PBS in our school?

  • Is there an active school-wide behavior management

  • program in place? If so, is it working?

  • Is there a high rate of positive feedback to our students?

  • Are consequences based on school rules and are they delivered consistently?

  • Does our school have a high rate of office discipline

  • referrals? Is there room for improvement?

  • Do staff anticipate problems and intervene early?

  • Is behavior taking away from your teaching time?


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Questions for individual teachers/staff:

  • Am I open to change in order to reach academic and behavior goals?

  • Am I committed to learning new strategies and participating in implementing them across campus?


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Staff Survey

  • Do you believe our school would benefit from PBS?

  • Do you agree to be an active participant in school-wide implementation?


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Contact Information & Resources

  • Heather Peshak-George, Ph.D.

    • Project Coordinator

  • Florida PBS Project

    • Phone: 813-974-6440

    • Email: [email protected]

    • Website:http://flpbs.fmhi.usf.edu

  • OSEP Center on PBIS

    • Website:http://www.pbis.org


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