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 outcomes4. Provide action planning time
What do we want students to learn by the time they leave school? Academic skills… Social responsibility…
No chewing gum?No hats?No running in the hallways?No fighting?No PDAs?
The New Yorker
How do we react to problem behaviour? “Joseph, I’m taking your book away because you
obviously aren’t ready to learn. That’ll teach you a lesson.”
“Hsin, you are going to learn some social responsibility by staying in timeout until the class is willing to have you back.”
“You want my attention?! I’ll show you attention…let’s take a walk down to the office & have a little chat with the Principal.”
“Karyn, you skipped 2 school days, so we’re going to suspend you for 2 more.”
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
“A punitive school discipline environment is a major factor contributing to antisocial behavior problems.”
Mayer, 1995
“Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school dropout.”
Skiba, Peterson, and Williams, 1997
“Early exposure to school suspension may increase subsequent antisocial behavior.”
Hemphill et al., 2006
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
Our solution:One-Shot Professional Development:(aka the “train & hope” approach)
1. React to identified problem2. Hire expert to train staff3. Expect & hope for implementation4. Wait for new problem…
What would a positive, encouraging school climate look like?
Students know what is expected of them and choose to do so because they: Know what to do Have the skills to do it See the natural benefits for acting responsibly
Adults and students have more time to: Focus on relationships Focus on classroom instruction
There is an instructional approach to discipline Instances of problem behaviour are opportunities to learn
and practice prosocial behaviour
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
Code of Conduct
Social Responsibility
Focus on Bullying and Harassment
Restitution Self-Discipline
Academic Achievement
CharacterEducation
Safe, Caring and Orderly
Schools
Competing initiatives that can be addressed through PBS Code of Conduct
PBS as a way to teach students what is expected Social Responsibility
A way to teach prosocial behaviour A clear way to document school plan goals
Restitution Self-Discipline A way to fit effective restitution practices into a system of student
support Focus on Bullying and Harassment
Lessons on responses to all dangerous behaviour Academic Achievement
Create safe, predictable environments where effective instruction can take place and students can learn
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
School RulesNO Outside Food
NO WeaponsNO Backpacks
NO DrugsNO Bullying
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
Define Expectations by Setting Transform broad
school-wide expectations into specific, observable actions
Clear examples of what is and what is not expected
Take care in defining culturally responsive expectations
Creating a School-wide Expectations Matrix1. Write behaviour expectations across top2. List settings/contexts down left side3. Provide at least two positively stated,
observable student actions in each box (use the “dead person rule”)
The best example of behaviour The positive alternative to the most common
error
Plan to Teach Expectations Create a schedule and lesson plans for:
Start of the year Booster sessions
Teach the expectations in the actual settings Teach the:
Words Rationale Actions
LESSON PLAN
LESSON PLAN
LESSON PLAN
Teach social and emotional skills just like academic skills Use positive & negative examples
Goal is for students to identify the line between acceptable and not acceptable
Regular practice is needed to build skills Provide performance feedback Monitor progress in skills
If students have trouble, reteach and provide practice
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
Pitfalls of acknowledgement systems and how to avoid them1. They become expected
Should be random Should be deserved
2. The interaction is left out The interaction is what works, not a ticket
3. They are provided in the same way to all Should be used to link attempts to success Should be developmentally appropriate
Effective and ethical use of acknowledgement systems Highlight the natural consequences for
prosocial behaviour Most powerful reward: Close second: attention Provide as little reward as is needed to
encourage behaviour Move from tangible to natural as soon as
possible
SUCCESS
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
Using PBS in Daily Teaching:Discouraging Problem Behaviour When you see problem behaviour, make
sure to look for positive behaviour to acknowledge
Try to identify what basic need that the student is trying to meet
REMEMBER: “Getting tougher” is an ineffective approach
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.
Central Middle School, Red Deer, AB
2005-2006 2006-2007 2007-2008 2008-20090
10
20
30
40
50
60
70
Tota
l Out
of S
choo
l Sus
pens
ions
SWPBSPre-SWPBS
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
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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
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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
Exploring the fit of PBS with your school
Possible Outcomes of Today’s Session1. Identify that a school-wide approach is
not what your school needs right now2. A school-wide approach is needed, and a
majority of staff is committed to implementation
3. A school-wide approach is needed, but we need to work on building the commitment of staff
Discuss with your neighbours What questions do we still have? Is PBS something we should pursue?
Contact Information
Nameemail address
Website: http://bcpbs.wordpress.com
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