PBS ASSESSMENT - highlight for answers
1. What are the three levels of PBS?
1. School wide
2. Classroom
3. Individual
2. What is self-reflection?
Teachers must reflect on what they can do to better accommodate a student who is not responsible
enough to change their own behaviors.
3. What are the top four beliefs of PBS?respect
1. All students must be treated with respect
2. Educators should teach the skills and behavior that are required of the student.
3. Educators should motivate students through positive reinforcement and relationship
building.
4. Every time a student misbehaves the educator should use the opportunity to teach them.
4. List at least 3 benefits of PBS.
1. Students usually demonstrate positive behavior.
2. Students spend more time on academic studies than their peers who are not involved in a
PBS program.
3. Referrals for discipline to the office decreased in schools who have PBS programs.
4. PBS encourages lifestyle changes in all areas of the students lives.
5. In schools who have PBS, students who had behavioral issues dramatically decreased.
5. If students are consistently late to school, what is an initiative that a school can apply to
encourage students to come on time?
If students are consistently coming late to school, the school should implement a plan of rewarding the
students who do come to school on time. If students have an initiative to come to school on time they
will want to get out of bed earlier, etc. than if they were just faced with negative consequences.
Sunday, November 28, 2010
Firsthand Experiences with Positive Behavioral Support
Students at Bethel High School were asked: Do you believe the BHS ROCKS motto affects how you
and your peers act in school and the behavior you display?
Student A said (Senior): The whole idea of BHS ROCKS is a cool concept. We are not just individuals
but rather members of a society within the school, where we are all held accountable at the same
standard. Before the plan went into affect this year punishments were varied. Some kids got in trouble
for wearing hats and others did not, it was never fair. But now everyone gets in trouble. I like it, it gives
us some pride.
Student B said (Freshman): I am still learning what BHS ROCKS involves, but so far it just seems like
everyone has the same playing cards. Everyone gets the same consequence and the same praise, which
I don't care for. I think that the principals should be able to change the punishment based on the rule the
individual broke. I think the middle school did a better job keeping the students out of trouble.
Teachers were asked: Do you think the PBS plan implemented now works regarding behavior and
motivation? We are just starting the process of implementing a PBS program, but do you think we have
to do more?
Teacher A: This year was the first year we piloted the PBS program school wide and overall it seems
to be a success when it comes to universal rules and consequences. Students now also know what is
expected of them and are given specific examples of what their behavior should look like. Although
the PBS program has been a success so far, I believe we need more time to discuss issues related to
PBS and ways to improve it during faculty meetings and times with our students. Even though most
of the faculty members follow the behavior chart almost no one follows the PBS chart and encourages
students to model BHS pride in all aspects of their academic and social lives.
Teacher B: PBS is working in our school, students are more aware of what they are expected to do
and how they are suppose to behave. The plan is a good step to where BHS wants to be, but we still
have some tweaking to do. We only meet with our students once a month to discuss PBS and the ways
they can improve our school envrionment. One suggestion I had for the principal was to meet with the
students twice a month for a half hour each instead of one half hour increment. PBS is a great way to
mend behavior and increase school pride and if implemented right it will be a success in our school.
and your peers act in school and the behavior you display?
Student A said (Senior): The whole idea of BHS ROCKS is a cool concept. We are not just individuals
but rather members of a society within the school, where we are all held accountable at the same
standard. Before the plan went into affect this year punishments were varied. Some kids got in trouble
for wearing hats and others did not, it was never fair. But now everyone gets in trouble. I like it, it gives
us some pride.
Student B said (Freshman): I am still learning what BHS ROCKS involves, but so far it just seems like
everyone has the same playing cards. Everyone gets the same consequence and the same praise, which
I don't care for. I think that the principals should be able to change the punishment based on the rule the
individual broke. I think the middle school did a better job keeping the students out of trouble.
Teachers were asked: Do you think the PBS plan implemented now works regarding behavior and
motivation? We are just starting the process of implementing a PBS program, but do you think we have
to do more?
Teacher A: This year was the first year we piloted the PBS program school wide and overall it seems
to be a success when it comes to universal rules and consequences. Students now also know what is
expected of them and are given specific examples of what their behavior should look like. Although
the PBS program has been a success so far, I believe we need more time to discuss issues related to
PBS and ways to improve it during faculty meetings and times with our students. Even though most
of the faculty members follow the behavior chart almost no one follows the PBS chart and encourages
students to model BHS pride in all aspects of their academic and social lives.
Teacher B: PBS is working in our school, students are more aware of what they are expected to do
and how they are suppose to behave. The plan is a good step to where BHS wants to be, but we still
have some tweaking to do. We only meet with our students once a month to discuss PBS and the ways
they can improve our school envrionment. One suggestion I had for the principal was to meet with the
students twice a month for a half hour each instead of one half hour increment. PBS is a great way to
mend behavior and increase school pride and if implemented right it will be a success in our school.
Saturday, November 27, 2010
PBS Resources
To learn more, you may visit some of the following websites.
1. http://www.beachcenter.org/pbs/pbs_at_school/default.aspx?JScript=1
2. http://www.pbis.org/
3. http://www.ncpublicschools.org/positivebehavior/
4. http://www.cde.state.co.us/pbs/
1. http://www.beachcenter.org/pbs/pbs_at_school/default.aspx?JScript=1
2. http://www.pbis.org/
3. http://www.ncpublicschools.org/positivebehavior/
4. http://www.cde.state.co.us/pbs/
Benefits of PBS
There are numerous benefits to implementing a schoolwide PBS system. They include but are not limited to:
PBS Benefits
1. Research has shown that PBS is effective in promoting positive behavior in the school. PBS is a
strategy that strives to maintain social behavior to make schools safer.
2. Using PBS has increased the time students spend on academic activities and improved
academic importance.
3. PBS programs in the school have shown that office discipline referrals have decreased by 20-
60 %.
4. PBS can have long term effect on lifestyle, functional communication skills, and problem
behavior in students with disabilities.
5. Studies done on PBS effectiveness showed problem behavior in over half of the studies
decreased by 90%; the problem behavior stopped completely in over 26% of the studies.
Cohn, Andrea M. Positive Behavioral Supports. http://www.nasponline.org, 2001.
PBS Benefits
1. Research has shown that PBS is effective in promoting positive behavior in the school. PBS is a
strategy that strives to maintain social behavior to make schools safer.
2. Using PBS has increased the time students spend on academic activities and improved
academic importance.
3. PBS programs in the school have shown that office discipline referrals have decreased by 20-
60 %.
4. PBS can have long term effect on lifestyle, functional communication skills, and problem
behavior in students with disabilities.
5. Studies done on PBS effectiveness showed problem behavior in over half of the studies
decreased by 90%; the problem behavior stopped completely in over 26% of the studies.
Cohn, Andrea M. Positive Behavioral Supports. http://www.nasponline.org, 2001.
PBS In Action
This video is a good example of PBS utilized in the classroom setting. The teacher is very positive, provides a clear goal, and a rationale for why the students must display that behavior. The teacher defines what behaviors are consistent with following directions as well as behaviors that are inconsistent with following directions.
Underlying Beliefs and Processes of PBS
Several beliefs must be present in the staff before PBS can work. These beliefs include but are not limited to
Beliefs
1. All students must be treated with dignity and respect.
2. Students should be taught the skills and behaviors necessary for success.
3. Motivation and responsibility should be encouraged through positive interactions and building relationships with students.
4. Student misbehavior represents a teaching opportunity.
How do we know PBS support programs are effective? How can we successfully implement these procedures? It is critical for staff members to be consistent with one another and with themselves. The underlying theory of PBS is that students respond best to structured environments that are challenging but not overly so. "If a child can't learn the way we teach,
maybe we should teach the way they learn". - Ignacio Estrada. Ignacio Estrada would appreciate the emphasis on self reflection. Teachers are responsible for creating learning environments that are safe and nonthreatening for every student. Students are responsible for following the directions they are given so that they can be successful socially.
Processes
1. Using data. Objective information about behavior is more reliable than labels, conclusions, or stereotypes.
2. Structuring for success. All school settings should be organized to promote successful behavior from students.
3. Collaboration. Helping students behave responsibly is the shared responsibility of all school staff.
4. Self-reflection. If student behavior is irresponsible, school staff should reflect on what they can do to help students.
Source: http://www.safeandcivilschools.com/products/scs_overview.php
Beliefs
1. All students must be treated with dignity and respect.
2. Students should be taught the skills and behaviors necessary for success.
3. Motivation and responsibility should be encouraged through positive interactions and building relationships with students.
4. Student misbehavior represents a teaching opportunity.
How do we know PBS support programs are effective? How can we successfully implement these procedures? It is critical for staff members to be consistent with one another and with themselves. The underlying theory of PBS is that students respond best to structured environments that are challenging but not overly so. "If a child can't learn the way we teach,
maybe we should teach the way they learn". - Ignacio Estrada. Ignacio Estrada would appreciate the emphasis on self reflection. Teachers are responsible for creating learning environments that are safe and nonthreatening for every student. Students are responsible for following the directions they are given so that they can be successful socially.
Processes
1. Using data. Objective information about behavior is more reliable than labels, conclusions, or stereotypes.
2. Structuring for success. All school settings should be organized to promote successful behavior from students.
3. Collaboration. Helping students behave responsibly is the shared responsibility of all school staff.
4. Self-reflection. If student behavior is irresponsible, school staff should reflect on what they can do to help students.
Source: http://www.safeandcivilschools.com/products/scs_overview.php
The Three Levels of Positive Behavioral Support
Copyright: pbs.org
One of the hallmarks of Positive Behavioral Support is its use of tiering. The theory is that a schoolwide problem requires a schoolwide policy to address it. If everyone is tardy for instance, the school needs to create a systematic way to reward students who arrive on time. The second level deals with positive behavioral support in the classroom, here classroom level problems can be solved. It is critical that the classroom level uses the same policies as the school level and that every teacher is consistent. When behavioral expectations are consistent and brief, students respond best. Finally, students that are consistently not in compliance with school and class rules are targeted with additional behavioral modification. The goal is to have most students comply with school rules and address issues in individual students.
Tobin, T.J. and Sugai, G. (2005). Preventing Problem Behaviors: Primary, Secondary, and Tertiary Level Prevention Interventions for Young Children. Journal of Early and Intensive Behavior Intervention 2 (3), 125-144 BAO
Welcome. Bienvenidos. Wilkommen
This blog will serve as an introduction to Positive Behavioral Support. Positive Behavioral Support is a schoolwide behavioral management system. The traditional behavioral model is centered around punishment. Schools typically punish students with a loss of privileges for their misbehavior. This presents a problem with regards to students who do not value those privileges to begin with. Fortunately, there is an alternative called Positive Behavioral Support. Positive Behavioral Support aligns with behavioral theories of motivation. Rather than punish students for their misbehavior, Positive Behavioral Support reinforces desirable behaviors with praise, incentives, and rewards.
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