This document discusses using Positive Behavior Intervention and Support (PBIS) to manage challenging behavior in an In-School Suspension (ISS) classroom. It contrasts traditional discipline, which focuses on punishing bad behavior, with PBIS, which alters environments, teaches skills, and rewards good behavior. PBIS is effective because behavior is learned and has functions, so students need to be taught appropriate behavior. The document provides strategies for responding to misbehavior, such as modeling good behavior and giving clear choices. Finally, it discusses scenarios of misbehaving students and potential PBIS responses using de-escalation techniques.

1. PBIS in the ISS
Classroom
Positive Interventions
For Managing
Challenging Behavior
Presented By
Tory Lawrence

2. Traditional Discipline vs. PBIS
Traditional Discipline Positive Behavior
Intervention & Support
O Focuses on the
student’s problem
behavior
O Goal is to stop
undesirable
behavior through the
use of punishment
O Replaces
undesired behavior
with a new
behavior or skill
O Alters
environments,
teaches
appropriate skills,
and rewards
appropriate
behavior

3. Why Positive Behavior Intervention
and Support?

4. Some Facts About Behavior
O Behavior is learned-
whether intentionally
taught or not
O ALL behavior
(positive & negative)
has a function
O Students do not
always know their
behavior is
inappropriate- yes,
even older students
O Inappropriate or
undesired behavior
should not be taken
personally
O Appropriate or desired
behavior should be
modeled for students
O Increasing positive
interactions increases
the likelihood of
desired behavior

5. Responding to Behavior
What We Often Do What We Should Do
O Foster environments of
external control
(reliance on adult correction)
O Shift accountability away
from school
(make it a home/community
issue)
O Reinforce antisocial
behavior
(allow students to escape
tasks/environments)
O Teach students what to do
O Consider the relationship
between student behavior
and 1) adult behavior, 2) the
classroom/school
environment
O Have strategies for lowering
behavior problems and
increasing academic success

6. Managing Behavior
O By managing behavior in your classroom,
students see you as in charge
O When you refer a behavior to the office you are
giving your control to administration
O Your not hear to be “their friend” and students
should not like ISS but……
O Negative behavior impacts your classroom
setting in many ways
O Remember ISS should be considered a behavior
intervention, if your not successful……

7. Basic
Intervention
Toolbox
Pre-corrections
Nonverbal Cues
Target
improving the
behavior that
resulted in ISS
Provide
clear choices
Planned Ignoring
Acknowledge
positive
behavior
of peers
Use calm
neutral tone
Proximity Control
One on One
Redirection
Model appropriate behavior
Teach
expectations
Immediate feedback
Foster positive
relationships

8. Putting it into Practice

9. Scenario 1
Jasmine enters ISS visibly upset slams down her books
an plops into her seat. Jasmine begins mumbling
negative comments about the school and the students
present in ISS. She yells at a peer “what are you looking
at?” The teacher provides Jasmine with a verbal warning
about her disruption and instructs her to prepare her
materials. Rolling her eyes, Jasmine states “This is
stupid. I don’t want to be here.” The teacher provides a
2nd redirection to which Jasmine rolled her eyes again
and states “why should I listen to you?” raising her voice
louder. What could you do to deescalate the situation?

10. Scenario 2
James is an intelligent young man but rarely is interested
in completing classroom tasks. He is not afraid to share
his opinions with his peers or with adults. He often
questions the intelligence of peers and teachers. When
given an undesired directive, James will question the
reason for the directive or will make negative comments
loudly in front of his peers. When redirected, James will
become argumentative with adults and make
disrespectful comments using inappropriate language.
Today is his 3rd assignment to ISS which will last 3 days.
Last time in ISS, James called you stupid and not a real
teacher and picked a fight with a student. What could
you do to set the tone and make James more successful
while in ISS and after he returns to his classes?

11. Final Thoughts
O Not every intervention will work for every
behavior or student- trial and error.
O Express disappoint in the behavior
demonstrated- not the student.
O Protect your own triggers and avoid the
power struggle trap!
O Be consistent with praise and
consequences.
O Train yourself to concentrate on the
positive.
O Don’t underestimate YOUR importance!
Your more than just a consequence
…………

12. Sources
O Akin-Little, K., Eckert, T., Lovett, B., & Little, S. (2004). Extrinsic
reinforcement in the classroom: Bribery or best practice. School
Psychology Review, 33, 344–362.
O Walker, H.M., Ramsey, E., & Gresham, F.M. (2004). Antisocial
behavior in school: Evidence-based practices (2nd ed.).
Belmont, CA: Wadsworth/Thomson Learning.
O Positive Behavior Intervention and Support website
http://www.pbis.org