school-wide positive behaviour support
DESCRIPTION
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. - PowerPoint PPT PresentationTRANSCRIPT
School-wide Positive Behaviour Support
[name][organization]
Website: http://bcpbs.wordpress.com
Goals of this Session1. Describe the reason for approaching
student behaviour from a systems level2. Explain the essential elements of
School-wide PBS3. Show some school outcomes
The New Yorker
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…. 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
SYST
EMS
PRACTICES
DATASupportingStaff Behaviour
SupportingDecisionMaking
SupportingStudent Behaviour
PositiveBehaviourSupport OUTCOMES
Social Responsibility &Academic Achievement
SYST
EMS
PRACTICES
DATASupportingStaff Behaviour
SupportingDecisionMaking
SupportingStudent Behaviour
PositiveBehaviourSupport OUTCOMES
Social Responsibility &Academic Achievement
Not specific practice or curriculum…it’s ageneral approach
to preventing problem behaviour
and encouragingprosocial behaviour
Not limited to anyparticular group of
students…it’sfor all students
Not new…based ona long history of
effective educationalpractices & strategies
Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Interventions:Specialized Group
Systems for Students with At-Risk Behaviour
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behaviour
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOUR
SUPPORT
What does PBS look like?
Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Interventions:Specialized Group
Systems for Students with At-Risk Behaviour
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behaviour
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOUR
SUPPORT
School-wide & Class-wide Systems1. Define school-wide expectations
(i.e., social competencies)2. Teach and practice expectations3. Monitor and acknowledge prosocial
behaviour4. Provide instructional consequences
for problem behaviour5. Collect information and use it for
decision-making
Critical Features of EffectiveSchool-wide Expectations Small number
2 to 5 Broad
Cover all expected behaviours Memorable Positively stated
Bernard ElementaryChilliwack School DistrictPositive Behaviour Support Program
LESSON PLAN
LESSON PLAN
LESSON PLAN
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?“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 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
consequencesProvide more practicePrevent escalation of problem behavioursPrevent/minimize reward for problem
behaviours
Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Interventions:Specialized Group
Systems for Students with At-Risk Behaviour
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behaviour
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOUR
SUPPORT
Targeted Interventions Efficient systems for students who need
additional support beyond universal programsContinuously availableRapid access (within 72 hrs.)Consistent with school-wide systemAll school staff have access/knowledge
Should work for most (but not all) students
Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Interventions:Specialized Group
Systems for Students with At-Risk Behaviour
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behaviour
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOUR
SUPPORT
Intensive Individual Interventions Individualized, function-based behaviour
support Identify what basic need students are
trying to meet with problem behaviourTeach adaptive, prosocial skills to meet those
needsChange environments to make problem
behaviour less likelyStop inadvertently making problem behaviour
worse
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.
BC Elementary School Example:Office Discipline Referrals
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
daysGet the cost-benefit calculator at: www.pbismaryland.org!
BC Elementary School Example:Out of School Suspensions
School District0
10
20
30
40
50
60
70
80
90
100
At school, are you bullied, teased or picked on?
20082009
% m
any
times
or a
ll of
the
time
Student Satisfaction Survey: Grade 4
FSA Results 2008-09: Grade 4
School District0
10
20
30
40
50
60
70
80
90
100
Reading Comprehension
20082009
% m
eetin
g or
exc
eedi
ng
How do we implement 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)
Where can I learn more about PBS?
Resources Websites:
bcpbs.wordpress.com promisingpractices.research.educ.ubc.ca pbis.org
Making Connections ConferenceRichmond, BC Nov. 1 – 2, 2012
Contact Information
Nameemail address
Website: http://bcpbs.wordpress.com