The document discusses Positive Behavior Interventions and Support (PBIS), which is a framework for behavioral interventions in schools based on applied behavior analysis. PBIS uses a multi-tiered approach including school-wide, classroom, and individual systems to define, teach, and reward appropriate behaviors. The goals are to enhance academic achievement and social behaviors for all students through team-based leadership, data-driven decisions, professional development, and a positive school culture.
Created by ArtsmartB6 for Worcester East Middle School's PBIS program. Included is how PBIS has positively effected our school's overall climate, suspension rates and academics.
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Created by ArtsmartB6 for Worcester East Middle School's PBIS program. Included is how PBIS has positively effected our school's overall climate, suspension rates and academics.
Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)Mentor
Mentor-ADEPIS Teacher Training
30 June 2017
Using Social-Emotional Learning to Empower Young People
Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy
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3. Positive Behavior Interventions and Support
Based on the principals of applied behavior
analysis and the prevention approach and
values of positive behavior support
A framework or approach for evidence-based
behavioral interventions that enhances
academic and social behavioral outcomes for
all students
4. Team-based leadership
Data-based decision making
Continuous monitoring of student behavior
Effective on-going professional development
Preventative school discipline
Emphasizing classroom management and
preventative discipline must be integrated
with effective instruction in a positive and
safe school climate
Maximize success for all students
5. Positive school culture
Informative corrective feedback provided
Academic success is maximized
Pro-social skills
Using information to identify and address the
why the behavior is occurring (function)
Teach and strengthen more acceptable
alternative behaviors (social skills)
Remove or add antecedents that may reduce
problem behaviors or increase acceptable
ones
7. Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students
~15%
~5%
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
10. 1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
(school wide matrix)
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging
expected behavior and for discouraging
inappropriate behavior (PBIS committee)
5. Procedures for on-going monitoring & evaluation
(PBIS committee)
6. Include staff not just students to model positive
climate (KUDOs bars at faculty meetings)
SAY: Not a packaged curriculum or specific intervention program. It takes each school time to investigate current trends and create interventions based on specific needs
SAY: The systems are in place to monitor and adjust as culture changes
SAY: Biggest fear of PBIS is that behaviors will be ignored and no discipline will take place
