What is School-wide Positive Behavioral Interventions and SupportsSchool-wide PBIS is a multi-tiered framework to make schools more effective places. It establishes a social culture and the behavior supports needed to improve social, emotional, behavioral, and academic outcomes for all students. PBIS is flexible enough support student, family, and community needs. Show
Foundational Elements of PBISThe four critical features of SW-PBIS include:
OutcomesSetting observable and measurable goals helps schools hold themselves accountable to creating the kind of place where every student succeeds. Schools select the outcomes to target based on data they find meaningful, culturally equitable, and centered on students’ achievements or school-level implementation. PracticesSchools implementing PBIS select, implement, monitor, evaluate, and adapt the evidence-based practices they use in their settings. Specifically, they invest in practices that are:
Because PBIS is not a packaged curriculum or intervention, schools implement the core features of evidence-based practices in a way that fits with the schools’ cultural values. When it comes to school-wide practices, all schools:
SystemsSchools invest in the administrative, professional, and organizational systems critical to sustain PBIS implementation. These systems create the ability to deliver Tier 1, Tier 2, and Tier 3 practices. They also serve as the foundation to establish
DataSchool-wide PBIS schools collect and use data to guide their implementation and evaluate outcomes. It is critical to consider the local culture and context throughout the decision-making process to ensure equitable outcomes for all students and staff. Tiers of SWPBIS: Continuum of SupportThe type and level of behavior support provided for any student must match the intensity of his or her needs. Student responsiveness to academic and behavioral supports must guide instructional and intervention decisions. Schools implementing PBIS school-wide must organize behavior support across multiple tiers which increase in intensity as students’ needs dictate. Tier 1: UniversalTier 1 supports are delivered to all students and emphasize teaching prosocial skills and behavior expectations. Schools acknowledge appropriate student behavior across all school settings. Tier 1 PBIS builds a social culture where students expect, prompt, and reinforce appropriate behavior for each other. When implemented with fidelity, Tier 1 PBIS systems and practices meet the needs of 80% or more of all students’ needs. Tier 2: TargetedTier 2 supports focus on students who are not successful with Tier 1 supports alone. Students receiving Tier 2 support require additional teaching and practice opportunities to increase their likelihood of success. Tier 2 supports are often successful when provided within groups. At this level, systems and practices are efficient. This means they are similar across students and can be quickly accessed. Schools monitor fidelity and outcome data regularly to adjust implementation as needed. The typical range of Tier 2 supports include:
Typically, schools deliver Tier 2 supports to 5-15% of the student body. Tier 3: Intensive, IndividualizedTier 3 are more intensive and individualized. Schools use more formalized assessments to match interventions to the behavior’s function. They create individualized plans incorporating the student’s academic strengths and deficits, physical and medical status, mental health needs, and family/community support. Support plans emphasize:
Tier 3 supports target the 3-5% of students with the highest support needs in the school. Why Implement School-wide PBIS?Specifically, PBIS implemented school-wide is associated with the following outcomes:[1],[2],[3],[4]
Get Started…To get started implementing SW-PBIS, identify a representative leadership team. This team typically:
To learn more about PBIS resources available within your state, contact your state coordinator. [1] Sugai, G., & Horner, R. (2009). Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches. Exceptionality, 17(4), 223-237. doi: 10.1080/09362830903235375[2] Waasdorp, T., Bradshaw, C., Leaf, F. (2012). The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection. Archives Of Pediatrics & Adolescent Medicine, 166(2), 149. doi: 10.1001/archpediatrics.2011.755[3] Simonsen, B., Britton, L., & Young, D. (2009). School-Wide Positive Behavior Support in an Alternative School Setting. Journal Of Positive Behavior Interventions, 12(3), 180-191. doi: 10.1177/1098300708330495[4] Bradshaw, C., Koth, C., Bevans, K., Ialongo, N., & Leaf, P. (2008). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. doi: 10.1037/a0012883 How do you implement positive behavior support in the classroom?9 Examples of Positive Behavioral Interventions. Routines. Set clear routines for everything you would like students to do in your classroom. ... . Take a Break. ... . Silent Signals. ... . Proximity. ... . Quiet Corrections. ... . Give Students a Task. ... . State the Behavior You Want to See. ... . Tangible Reinforcers.. What type of culture does a positive behavioral interventions and supports PBIS framework create in a school?What type of culture does a Positive Behavioral Interventions and Supports (PBIS) framework create in a school? BIS creates a culture where there are schoolwide expectations. PBIS creates a culture where adults plan to prevent discipline issues rather than react to issues.
Which of the following statements accurately describes positive behavior interventions and supports PBIS )?Which of the following statements best describe Positive Behavior and Interventions Supports (PBIS)? PBIS is a proactive instructional approach to manage behavior of individuals, groups, and the entire school.
Which of the following might be interventions of SW PBIS at the secondary level of prevention quizlet?SW-PBIS is a package program for educators to use as a discipline system for their campus. Which of the following might be interventions of SW- PBIS at the secondary level of prevention? All of the above. Schoolwide rules and acknowledgement systems are main interventions in which tier of SW- PBIS?
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