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Pbs Slideshow.

  1. 1. Positive Behavior Supports What Is It? How does it/will it look at Rudy?
  2. 2. Purpose The purpose of the Colorado School-wide PBS initiative is to establish and maintain effective school environments that maximize academic achievement and behavioral competence of all learners.
  3. 3. Competing Discipline Approaches <ul><li>Proactive </li></ul><ul><li>Durable, systemic change </li></ul><ul><li>Teach Expectations </li></ul><ul><li>Focus on Prevention </li></ul><ul><li>Continuum of Academic & Social Support </li></ul><ul><li>Behavior Support </li></ul><ul><li>Reactive </li></ul><ul><li>Zero Tolerance </li></ul><ul><li>Focus on Negative Consequences </li></ul><ul><li>Focus on Correction </li></ul><ul><li>Encourage Alternative Placement </li></ul><ul><li>Behavior Management </li></ul>
  4. 4. Two Instructional Approaches? <ul><li>Social/Behavioral </li></ul><ul><li>Assume </li></ul><ul><li>Punish </li></ul><ul><li>Practice not required </li></ul><ul><li>Corrections are based on how the behavior is performed </li></ul><ul><li>Reactive </li></ul><ul><li>Academics </li></ul><ul><li>Teach </li></ul><ul><li>Reinforce </li></ul><ul><li>Guided & independent practice </li></ul><ul><li>Correction of learning errors are date driven </li></ul><ul><li>Proactive </li></ul>
  5. 5. Remember, punishment (reactive approaches) does not teach pro-social alternatives or focus on changing the environmental conditions that support challenging behavior.
  6. 6. PBS Definition Positive behavior support is a general term that refers to the application of positive behavioral interventions and systems to achieve socially important behavior change. - Sugai et. Al (2000)
  7. 7. 80-90%- 344-387 5-10% 22-43 1-5% 4 - 21
  8. 8. Behavioral Support Assumptions <ul><li>Most school behaviors are learned </li></ul><ul><li>Most school problem behaviors are learning errors </li></ul><ul><li>Effective instruction is an excellent way to manage academic and social behavior </li></ul>
  9. 9. What Will School-wide PBS Look Like at Rudy? <ul><li>Expectations for student behavior are defined </li></ul><ul><li>Ridgerunner 3 R;s </li></ul><ul><li>Respectful </li></ul><ul><li>Responsible </li></ul><ul><li>Resourceful </li></ul>
  10. 10. Expectations Defined <ul><li>Apply to all students, all adults and across all settings </li></ul><ul><li>Linked to school mission statement </li></ul><ul><li>Expectations defined for each setting </li></ul><ul><li>Will be posted throughout building </li></ul><ul><li>Shared through newsletters, handbooks, etc. </li></ul><ul><li>Consistent message in all areas, everything under 3 R’s </li></ul>
  11. 11. Expectations are Taught <ul><li>Expectations are adopted by all staff and taught to all students </li></ul><ul><li>Lessons include </li></ul><ul><ul><li>Verbal presentation of skill (explaining) </li></ul></ul><ul><ul><li>Guided & independent practice of skill (doing) </li></ul></ul><ul><ul><li>Guidelines for prompting and reinforcement (Reinforcing) </li></ul></ul><ul><ul><li>Evaluations criteria (monitoring) </li></ul></ul>
  12. 12. Student Behavior is Monitored <ul><li>Adults are available across settings </li></ul><ul><li>Adults (and peers) prompt students to engage in expected conduct </li></ul><ul><li>Adults catch students “being good” or doing it the “right way” </li></ul><ul><li>Leadership team reviews data frequently </li></ul>
  13. 13. Decisions are Data Driven – a next step <ul><li>Efficient data collection, manipulation and summarization exists </li></ul><ul><li>Leadership team uses data as a source of information to guide decision making </li></ul><ul><li>Data is shared with faculty and staff frequently </li></ul>
  14. 14. Positive Behavior is Acknowledged <ul><li>Ratio of at least 4 positives to 1 correction/negative </li></ul><ul><li>Immediate, contingent and behavior specific </li></ul><ul><li>Continuous to intermittent </li></ul><ul><li>Celebrate PBS success as a method of reinforcing staff behavior </li></ul><ul><li>Remember, positive adult attention is an extremely powerful instructional strategy </li></ul>
  15. 15. Effective Reinforcement <ul><li>Contingent </li></ul><ul><li>Immediate </li></ul><ul><li>Student Specific </li></ul><ul><li>Behavior Specific </li></ul><ul><li>Credible </li></ul><ul><li>Varied </li></ul>
  16. 16. Ineffective Reinforcement <ul><li>Random, not intentional </li></ul><ul><li>Uses bland non-specific terms – global reactions </li></ul><ul><li>Does not focus on behavior but end result </li></ul><ul><li>Intrusive or disruptive to learning </li></ul><ul><li>Focuses on manipulation (teacher as authority) instead of instruction & accomplishment </li></ul><ul><li>Creates comparisons or competition </li></ul>
  17. 17. Problem Behavior has Clear Consequences <ul><li>Classroom vs. office managed problem behavior is clearly defined and practiced </li></ul><ul><li>Behavioral expertise at the classroom level is established </li></ul><ul><li>Consideration is given to the function or motivation of the problem behavior </li></ul><ul><li>Re-teaching of the appropriate behavioral expectation is seen as one method for addressing the learning error </li></ul>
  18. 18. What is Your Role? <ul><li>Where do you interact with students and staff? </li></ul><ul><li>What’s your current ratio of specific positive to negative </li></ul><ul><li>How can you create a 3 R’s environment? </li></ul>
  19. 19. What are Rudy’s next steps? <ul><li>Clear definitions for what is handled in the classroom and what gets sent to the office and when (playground as well?) </li></ul><ul><li>Develop time efficient data collection system for behavioral problems? </li></ul><ul><li>Make counting Rudy bucks more efficient? </li></ul><ul><li>Individual Rudy bucks reward system? </li></ul><ul><li>Staff recognition? </li></ul>

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