PBIS

Positive Behavioral Interventions and

Supports

CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT

~5%
~15%

Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings

~80% of Students

Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior

Clearexpectations
Teachexpectations
Facilitatesuccess

ALLCHILDREN monitor
Plannedandimplemented
byallinhome

Rules,routines,and
physicalarrangements

UNIVERSALSYSTEMS
Effectiveinstruction
Increasedprompts/cues
Precorrection

possibleinvolvement
ofspecialists

Functionalassessment
EffectiveInterventions
Involvechild

TARGETEDINTERVENTIONS
Effectiveinstruction
Crisismanagementplans

SpecialServices

Wraparoundplanning
Placementdecisions

INTENSIVEPREVENTIONANDINTERVENTION

Systems of Positive Behavior

Support:
BIG IDEAS
Collaboration - work as a team

Consensus - Agree and stick by agreements

Consistency - across time, adults, students

Logical and Realistic Solutions

Teach and Facilitate Success

Measure and Evaluate

Sustain with Data-Based Decision-Making

Discipline Works When

.

Prevention creates more Positive

than negative consequences

Reinforcement
(success)

4:1

Punishment
(Failure)

PBIS Big Ideas

PBIS is not a curriculum - it is a framework for
systems to identify needs, develop strategies, and
evaluate practice toward success
The goal of PBIS is to establish host environments
that support adoption & sustain use of evidencebased practices
(Zins & Ponti, 1990)

Positive Approaches:
Keys
Prevention before reaction
Team and systems-based
Logical and realistic plans
Individualized
Consistency across time, adults, settings,
and students

Founded on Teaching
Goal setting and monitoring

Clearexpectations
Teachexpectations
Facilitatesuccess

ALLSTUDENTS Schoolwidedata
Plannedandimplemented
byalladultsinschool

Rules,routines,and
physicalarrangements

UNIVERSALSYSTEMS
Effectiveinstruction
Increasedprompts/cues
Precorrection

Keyteachersand
specialistsimplement

Functionalassessment
EffectiveInterventions
Individuals/small#s

TARGETEDINTERVENTIONS
Effectiveinstruction
Crisismanagementplans

Wraparoundplanning
SpecialEducation Alternativeplacements

INTENSIVEPREVENTIONANDINTERVENTION

Administrator Discipline Time

Cost/Benefit Analysis
Urban Elementary,
Baltimore,
MD
Baseline
Yea r 1
Yea r 2
Ave rage Yea rly

Referral = 20 minutes

Suspension = 45 minutes

1999-2000 2000-2001 2001-2002

Time Savings

Administrator Minutes
Office Discipline Referrals

6080

1080

460

(5000)

(5620)

1440

990

(2025)

(2475)

(4.69 days)

Total yearly savings in workdays

14.6 days

16.8 days

15.75 days

Total realized savings

$6024.84

$6932.69

$6478.77

(savings from baseline)

Disciplinary Suspensions
(savings from baseline)

3465

(11.06 days)

Obtain 80% Staff Consensus

A YES vote means that I agree to:
Provide input in determining what our schools problems
are and what our goals should be
Make decisions about rules, expectations, and procedures
in the commons areas of the school as a school
community
Follow through with all school-wide decisions, regardless
of my feelings for any particular decision
Commit to positive behavior support systems for a full
year - allowing performance toward our goal to determine
future plans

Predictable Problems
Summary

Lunchroom
When
At arrival/ dismiss
During lunch

All

Hallways and Walkways

When
Transitions
All
homeroom to
portables

Who

What
Running, yelling,
pushing, messes
,
poor manners, no
clean-up, loud

Why
-Slow transitions
mean back
-ups
-Table to lunch rush
-Inconsistent
lunchroom aid
tolerance
-Al l are punished
for the actions of
few

Who

What
Run, trip, hit,
wandering, slow,
safety issue
, dont
know whichkids
should be there

Why
Insufficient
supervision, no
uniform routine

Collaborative Solutions
Lunchroom
Rules:
-eat your ow
n food
-remain seated
-raise ha
nd to move
-usean inside voice
-respect adults
Routines and Arrangements
:
-Teacherspick-up studentsfrom table and nothallway
-use handsignal asconsistent
signal for quiet
-one teacher
dismissalat a time from the lunchroom
-lunchwith adultsat picnictable only mustbe signed out
-empowerlunchaids
-be shar
p on arrival and dismissa
l times
Wait on these issues
r do
o inthefuture:
-students sit cing
fa oneanother
-use vide
o instructions
-Friendly Friday

Teaching

Create a discussion of each big idea - and the corresponding rule

Discuss their application in different areas of the school

Engage students in discussion and allow practice/demonstration time

Remind students (prompts, cues, pre-corrects)

Encourage and reinforce success

Discourage and provide correction/consequence for failure with rules

Provide re-teaching as indicated by failure

Remove prompts as indicated by success

Consider more direct teaching in complex areas (e.g., playground)

EXAMPLE
Teachable Expectations
1. Respect Yourself
-in the classroom (do your best)
-on the playground (follow safety rules)

2. Respect Others
-in the classroom (raise your hand to speak)
-in the stairway (single file line)

3. Respect Property
-in the classroom (ask before borrowing)
-in the lunchroom (pick up your mess)

Sample Teaming Matrix

Initiative,
Committee

Purpose

Outcome

Target
Group

Staff
Involved

SIP/SID

Attendance
Committee

Increase
attendance

Increase % of
students attending
daily

All students

Eric, Ellen,
Marlee

Goal #2

Character
Education

Improve
character

Improve character

All students

Marlee, J.S.,
Ellen

Goal #3

Safety
Committee

Improve safety

Predictable response
to threat/crisis

Dangerous
students

Has not met

Goal #3

School Spirit
Committee

Enhance school
spirit

Improve morale

All students

Has not met

Discipline
Committee

Improve behavior

Decrease office
referrals

Bullies,
antisocial
students,
repeat
offenders

Ellen, Eric,
Marlee, Otis

DARE
Committee

Prevent drug use

High/at-risk
drug users

Don

EBS Work Group

Implement 3-tier
model

All students

Eric, Ellen,
Marlee, Otis,
Emma

Decrease office
referrals, increase
attendance, enhance
academic
engagement, improve
grades

Goal #3

Goal #2
Goal #3

Teaching Matrix Activity

Classroom

Lunchroom

Bus

Hallway

Assembly

Use inside
voice

Eat your own

food

Stay in your
seat

Stay to right

Arrive on time
to speaker

Respect
Environment
& Property

Recycle paper

Return trays

Keep feet on
floor

Put trash in
cans

Take litter
with you

Respect
Yourself

Do your best

Wash your
hands

Be at stop on
time

Use your
words

Listen to
speaker

Respect
Learning

Have
materials
ready

Eat balanced
diet

Go directly
from bus to
class

Go directly to
class

Discuss topic
in class w/
others

Respect
Others

Tenets of Kenwood Pride

Be there and prepared

Live responsibly
Uphold integrity
Earn and give respect

Consistent Consequences
Reinforcement
Continuum of reinforcers for different levels of success
Use the least amount necessary
Immediate and consistent to begin
Approximate and/or pair with natural reinforcers
Make part of routine and systems
Pre-plan and teach consequences
Fade

Move toward more natural reinforcers

Use more group contingencies

Increase ratios of behavior to reinforcement

Consistent Consequences
Responding to negative behavior
Immediate and consistent
Try to keep with natural consequences
Use the least amount necessary to get desired behavior
Pre-plan and teach
Correction and re-teaching

Use only with reinforcement for replacement

behavior
Should defeat function of problem behavior

Measure and Evaluate

Big Ideas:
School determines what outcomes are
important
School identifies the simplest way to get
that information
School uses that information to evaluate
their plans

Observe Problem Behavior

No
Use Classroom
Consequence

Complete Minor
Incident Report

Does student
have 3 MIR slips
for the same
behavior in the
same quarter

Write the
student a
REFERRAL to
the main office

Is behavior
office
managed?

Yes

Classroom
Managed

Office
Managed

Preparedness
Calling Out
Classroom Disruption
Refusal to Follow a
Reasonable Request
(Insubordination)
Failure to Serve a
Detention
Put Downs
Refusing to Work
Inappropriate
Tone/Attitude
Electronic Devices
Inappropriate
Comments
Food or Drink

Weapons
Fighting or Aggressive
Physical Contact
Chronic Minor
Infractions
Aggressive Language
Threats
Harassment of Student
or Teacher
Truancy/Cut Class
Smoking
Vandalism
Alcohol
Drugs
Gambling
Dress Code
Cheating
Not w/ Class During
Emergency
Leaving School
Grounds
Foul Language at
Student/Staff

Write referral to
office

Administrator
determines
consequence

Administrator
follows through
on consequence

Administrator
provides teacher
feedback

SIDE BAR on M inor In c iden t R epo r t s

Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
Once written, file a copy with administrator
Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection
writing, seat change)

n
io rt
is a
ec ch
D w
o
Fl

Warning/Conference with Student

N u m b e r o f R e f e r r a ls p e r S tu d e n

Who?

20

10

0
Students

N u m b e r o f R e fe r r a ls

When?
Referrals by Time of Day

30
25
20
15
10
5
0

7:00

7:30

8:00

8:30

9:00

9:30 10:0010:30 11:00 11:30 12:0012:30 1:00

1:30

Time of Day

2:00

2:30

3:00

3:30

N u m b e r o f O ffic e R e f e r r a ls

Where?
Referrals by Location

50
40
30
20
10
0

Bath RBus A

Bus

Caf

Class Comm Gym

Hall

Libr

Play G Spec Other

School Locations

Cool Tool
Skill Name
Getting Help
(How to ask for assistance for difficulty tasks)

Teaching Examples
1. When youre working on a math problem that you cant figure out, raise your hand
and wait until the teacher can help you.
2. You and a friend are working together on a science experiment but you are missing
a piece of lab equipment, ask the teacher for the missing equipment.
3. You are reading a story but you dont know the meaning of most of the words, ask
the teacher to read and explain the word.

Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to
complete a task, activity, or direction.
2. Ask students to indicate or show how they could get help.
3. Encourage and support appropriate discussion/responses. Minimize attention for
inappropriate responses.

After the Lesson

(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell
you how they could get help if they have difficulty (precorrection).
2. When you see students having difficulty with a task (e.g., off task, complaining), ask
them to indicate that they need help (reminder).
3. Whenever a student gets help the correct way, provide specific praise to the
student.

Acknowledging SW
Expectations: Rationale
Humans require regular & frequent
feedback on their actions
Humans experience frequent feedback
from others, self, & environment
W/o formal feedback to encourage
desired behavior, other forms of
feedback shape undesired behaviors

Resources
www.pbis.org
www.coe.ufl.edu/faculty/scott/
terrys/tscott.html