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School-wide Positive Behaviour Support. [name] [organization]. Website: http://bcpbs.wordpress.com. Goals of this Session. Describe the reason for approaching student behaviour from a systems level Explain the essential elements of School-wide PBS Show some school outcomes.

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school wide positive behaviour support

School-wide Positive Behaviour Support

[name]

[organization]

Website: http://bcpbs.wordpress.com

goals of this session
Goals of this Session

Describe the reason for approaching student behaviour from a systems level

Explain the essential elements of School-wide PBS

Show some school outcomes

the get tough approach assumption that problem student
The “Get Tough” approach:Assumption that “problem” student…

Is inherently “bad”

Will learn more appropriate behaviour through increased use of aversives

Will be better tomorrow…

…after the suspension

science and our experiences have taught us that students
Science and our experiences have taught us that students….

Are NOT born with “bad behaviours”

Do NOT learn when presented with increasing levels of punishment

…Do learn better ways of behaving by being taught directly & receiving positive feedback

slide6

Social Responsibility &

Academic Achievement

Positive

Behaviour

Support

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behaviour

DATA

SYSTEMS

PRACTICES

Supporting

Student Behaviour

slide7

Social Responsibility &

Academic Achievement

Positive

Behaviour

Support

Not specific practice or

curriculum…it’s a

general approach

to preventing

problem behaviour

and encouraging

prosocial behaviour

OUTCOMES

Not limited to any

particular group of

students…it’s

for all students

Supporting

Decision

Making

Supporting

Staff Behaviour

DATA

SYSTEMS

Not new…based on

a long history of

effective educational

practices & strategies

PRACTICES

Supporting

Student Behaviour

slide8

Intensive Individual Interventions:

Specialized

Individualized

Systems for Students with High-Risk Behaviour

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOUR

SUPPORT

Targeted Interventions:

Specialized Group

Systems for Students with At-Risk Behaviour

Universal Interventions:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

slide10

Intensive Individual Interventions:

Specialized

Individualized

Systems for Students with High-Risk Behaviour

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOUR

SUPPORT

~5%

~15%

Targeted Interventions:

Specialized Group

Systems for Students with At-Risk Behaviour

Universal Interventions:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

~80% of Students

school wide class wide systems
School-wide & Class-wide Systems

Defineschool-wide expectations (i.e., social competencies)

Teach and practice expectations

Monitor and acknowledge prosocial behaviour

Provide instructionalconsequences for problem behaviour

Collect information and use it for decision-making

critical features of effective school wide expectations
Critical Features of EffectiveSchool-wide Expectations
  • Small number
    • 2 to 5
  • Broad
    • Cover all expected behaviours
  • Memorable
  • Positively stated
slide14

LESSON PLAN

LESSON PLAN

LESSON PLAN

on going acknowledgement of appropriate behaviour
On-going Acknowledgement of Appropriate Behaviour
  • Every faculty and staff member acknowledges appropriate behaviour
      • 5 to 1 ratio of positive to negative contacts
  • System that makes acknowledgement easy and simple for students and staff
  • Different strategies for acknowledging appropriate behaviour (small frequent incentives more effective)
are rewards dangerous
Are “rewards” dangerous?

“Our research team has conducted a series of reviews and analysis of the 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.”

  • Cameron, 2002

See also:

    • Cameron & Pierce, 1994, 2002
    • Cameron, Banko & Pierce, 2001
discourage problem behaviours
Discourage Problem Behaviours
  • Do not ignore problem behaviour
  • Provide clear guidelines for what is handled in class vs. sent to the office
  • Use mild, instructional consequences
  • Remember the PURPOSES of negative consequences
    • Provide more practice
    • Prevent escalation of problem behaviours
    • Prevent/minimize reward for problem behaviours
slide20

Intensive Individual Interventions:

Specialized

Individualized

Systems for Students with High-Risk Behaviour

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOUR

SUPPORT

~5%

~15%

Targeted Interventions:

Specialized Group

Systems for Students with At-Risk Behaviour

Universal Interventions:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

~80% of Students

targeted interventions
TargetedInterventions
  • Efficient systems for students who need additional support beyond universal programs
    • Continuously available
    • Rapid access (within 72 hrs.)
    • Consistent with school-wide system
    • All school staff have access/knowledge
  • Should work for most (but not all) students
slide22

Intensive Individual Interventions:

Specialized

Individualized

Systems for Students with High-Risk Behaviour

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOUR

SUPPORT

~5%

~15%

Targeted Interventions:

Specialized Group

Systems for Students with At-Risk Behaviour

Universal Interventions:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

~80% of Students

intensive individual interventions
Intensive Individual Interventions
  • Individualized, function-based behaviour support
  • Identify what basic need students are trying to meet with problem behaviour
    • Teach adaptive, prosocial skills to meet those needs
    • Change environments to make problem behaviour less likely
    • Stopinadvertently making problem behaviour worse
does pbs make a difference in canada

Does PBS make a difference in Canada?

Kelm, J. L., McIntosh, K.,& Cooley, S. (under review). Effects of implementing school-wide positive behaviour support on social and academic outcomes.

Good, C., McIntosh, K., & Gietz, C. (2011). Integrating bullying prevention into School-wide Positive Behaviour Support. Teaching Exceptional Children, 44(1), 48-56.

McIntosh, K., Bennett, J. L., & Price, K. (2011). Evaluation of social and academic effects of school-wide positive behaviour support in a Canadian school district. Exceptionality Education International, 21, 46-60.

what does a reduction of 266 discipline referrals mean kay bingham elementary
What does a reduction of 266 discipline referrals mean?Kay Bingham Elementary
  • Savings in School Staff time

(ODR = 15 min)

  • 3,990 minutes
  • 67 hours
  • 8 8-hour days
  • Savings in Student Instructional time

(ODR = 30 min)

  • 7,980 minutes
  • 133 hours
  • 17 6-hour school days

Get the cost-benefit calculator at: www.pbismaryland.org!

needs of pbs
Needs of PBS
  • Staff Support
    • 3-4 year commitment
    • Proactive instructional approach
  • Resources
    • Administrative leadership
    • Time (FTE)
  • Monitoring
    • Data systems
      • Office discipline referral systems
      • Implementation surveys (e.g., pbisassessment.org)
resources
Resources
  • Websites:
    • bcpbs.wordpress.com
    • promisingpractices.research.educ.ubc.ca
    • pbis.org
  • Making Connections Conference
    • Richmond, BC Nov. 1 – 2, 2012
contact information
Contact Information

Website: http://bcpbs.wordpress.com

  • Name

email

address