School-wide Positive Behavior Supports. Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org. The Challenge. Students with the most challenging behaviors in school need pro-active comprehensive and consistent systems of support
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“Punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)
Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998;Gottfredson, 1997; Lipsey, 1991, 1992; Tolan & Guerra, 1994):
The answer is not the invention of new solutions, but the enhancement of the school’s organizational capacity to:
PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
OSEP Center on PBIS
Systems for Students with High-Risk Behavior
Systems for Students with At-Risk Behavior
Wide Systems for
Staff, & Settings
~80% of Students
Needed at the classroom level...
Office Referral Reduction Across
12 PBIS schools= 5,606
If one Office Referral=15 minutes of administrator time, then 5,606 x 15=
1401.15 hours or
of administrator time recovered and reinvested.
Office Referral Reduction
Across 12 PBIS Schools =5,606
If students miss 45 minutes of instruction for each Office Referral, 5,606 X 45=
4204.50 hours or
of instructional time recovered!!!!!
Investing in SW-PBS results in:
Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7).