Positive Behavioral Interventions and Supports
What is Positive Behavioral Interventions and Supports?
Positive Behaviorial Interventions and Supports (PBIS) can also be referred to as Positive Behavioral Supports(PBS), or Schoolwide Positive Behavior Supports (SWPBS). According to Turnbull, Turnbull, Wehmeyer, and Shogren "SWPBS is a systems-level and evidence-based method for improving valued social and learning outcomes for all students with autism. It is proactive, oriented toward problem solving, and databased; it elicits appropirate behavior and contributes to academic, social, and communication outcomes throught a school building" (Turnbull, Turnbull, Wehmeyer, and Shogren 256). According to Turnbull, Turnbull Wehmeyer, and Shogren, the following factors go into a successful SWPBS system: clearly define behavioral expectations, teach behavioral expectations, frequently acknowledge appropriate behaviors, evaluate problems and make adaptations on an ongoing basis trough a team, and target support to address students who need more intense skill development and practice than is offered through universial support.
This system is a shoolwide system that works to get all students involved and motivated to learn in a positive environment. All students and staff are held accountable for their actions, know what is expected of them, and are aware of the cosequences if the student or staff member does not meet those expectations.
Data can be gathered on this system through collecting data on a school's behavioral problems before and after the implementation of a PBIS program schoolwide. Data can be collected through various levels of discipline such as dententions given, office referrals given, in school suspension, and out of school suspension. All four of these factors can be measured before and after the PBIS implementation to measure the effectiveness of the program on all students.
Research on PBIS
According to Andrea M. Cohn, "Research conducted over the past 15 years has shown that PBS is effective in promoting positive behavior in students and schools. Use of PBS as a strategy to maintain appropriate social behavior will make schools safer. Safer schools are more effective learning environments" (Cohn 2001). Cohn goes on to state that PBS systmes show increased rates of student engagement and student achievement. Decline in office referalls after the implementation of a PBS system ranges anywhere from 20-60%.According to Catherine P. Bradshaw, "The intent-to-treat analyses indicated that PBIS training was associated with significant improvements in resource influence, staff affiliation, academic emphasis, and the overall OHI score" OHI meaning, Organizational Health Inventory (Bradshaw 2009).
Bradshaw also states that after the study conducted on PBIS, the data shows that after a year of implementation all schools which implemented PBIS benefited in some way but by the third year of PBIS implementation, benefits were extremely more measurable.
Resouces
Bradshaw, C. P. (2009). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-. Retrieved from http://link.springer.com.www2.lib.ku.edu:2048/article/10.1007/s11121-008-0114-9/fulltext.html
Cohn, A. (2001). Nasp resources. Retrieved from http://www.nasponline.org/resources/factsheets/pbs_fs.aspx
Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2010). Exceptional lives: Special education in toda'ys schools. (7th ed., p. 256). Upper Saddle River: New Jersey.
Positive Behaviorial Interventions and Supports (PBIS) can also be referred to as Positive Behavioral Supports(PBS), or Schoolwide Positive Behavior Supports (SWPBS). According to Turnbull, Turnbull, Wehmeyer, and Shogren "SWPBS is a systems-level and evidence-based method for improving valued social and learning outcomes for all students with autism. It is proactive, oriented toward problem solving, and databased; it elicits appropirate behavior and contributes to academic, social, and communication outcomes throught a school building" (Turnbull, Turnbull, Wehmeyer, and Shogren 256). According to Turnbull, Turnbull Wehmeyer, and Shogren, the following factors go into a successful SWPBS system: clearly define behavioral expectations, teach behavioral expectations, frequently acknowledge appropriate behaviors, evaluate problems and make adaptations on an ongoing basis trough a team, and target support to address students who need more intense skill development and practice than is offered through universial support.
This system is a shoolwide system that works to get all students involved and motivated to learn in a positive environment. All students and staff are held accountable for their actions, know what is expected of them, and are aware of the cosequences if the student or staff member does not meet those expectations.
Data can be gathered on this system through collecting data on a school's behavioral problems before and after the implementation of a PBIS program schoolwide. Data can be collected through various levels of discipline such as dententions given, office referrals given, in school suspension, and out of school suspension. All four of these factors can be measured before and after the PBIS implementation to measure the effectiveness of the program on all students.
Research on PBIS
According to Andrea M. Cohn, "Research conducted over the past 15 years has shown that PBS is effective in promoting positive behavior in students and schools. Use of PBS as a strategy to maintain appropriate social behavior will make schools safer. Safer schools are more effective learning environments" (Cohn 2001). Cohn goes on to state that PBS systmes show increased rates of student engagement and student achievement. Decline in office referalls after the implementation of a PBS system ranges anywhere from 20-60%.According to Catherine P. Bradshaw, "The intent-to-treat analyses indicated that PBIS training was associated with significant improvements in resource influence, staff affiliation, academic emphasis, and the overall OHI score" OHI meaning, Organizational Health Inventory (Bradshaw 2009).
Bradshaw also states that after the study conducted on PBIS, the data shows that after a year of implementation all schools which implemented PBIS benefited in some way but by the third year of PBIS implementation, benefits were extremely more measurable.
Resouces
Bradshaw, C. P. (2009). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-. Retrieved from http://link.springer.com.www2.lib.ku.edu:2048/article/10.1007/s11121-008-0114-9/fulltext.html
Cohn, A. (2001). Nasp resources. Retrieved from http://www.nasponline.org/resources/factsheets/pbs_fs.aspx
Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2010). Exceptional lives: Special education in toda'ys schools. (7th ed., p. 256). Upper Saddle River: New Jersey.
Example of a PBIS type system:
This system was implemented school-wide behavior system used to keep students and staff accountable for their actions. This slide show was introduced to all students in the beginning of the year as well as in their student planner. This system is used for students and staff to understand what is expected of them and what the consequences are going to be if one does not follow these expectations.
This system was implemented school-wide behavior system used to keep students and staff accountable for their actions. This slide show was introduced to all students in the beginning of the year as well as in their student planner. This system is used for students and staff to understand what is expected of them and what the consequences are going to be if one does not follow these expectations.