PBIS (Positive Behavioral Interventions and Supports)
From WikEd
[edit] Descriptions, definitions, synonyms, organizer terms, types of
PBIS, (Positive Behavior Intervention and Supports) also known as PBS, is a systems change method that promotes positive behaviors in students. Strategies are developed that manage student behavior in classroom settings and outside of classroom settings. It is an all-encompassing system of behavior management where all parties involved are on board, so that behavior management is not produced in a piecemeal way. Instead, all students in a school are accountable with support to behave in ways that positively affect them personally, academically, socially, and from a health perspective. PBIS is designed to positively affect not only the student behavior, but student quality of life. The three systems of support that are part of PBIS are Primary (Schoolwide), Secondary (Classroom), and Tertiary (Individual). Programs are behaviorally-based on practices that research has shown to be effective (Positive Behavior Interventions and Supports).
PBIS evolved from three main sources, applied behavior analysis, the normalization/inclusion movement, and person-centered values. PBIS utilizes applied behavior analysis for the "three-term contingency (stimulus-response-reinforcing consequence)." It also looks to making a determination of what motivates certain specific undesirable behaviors, which provides personalized intervention planning to promote more acceptable behavior. Applied behavior analysis is also responsible for various educational methods used in PBIS for lessening problem behavior (Carr).
The normalization/inclusion method promotes individuals with disabilities (behavior disorders) living in settings similar to those of non-disabled individuals, and having fair opportunites in school, home, socially, etc. Inclusion is a movement toward extending rights of the disenfrancised into the mainstream of classroom, school, or society.
Person-centered values, services and interventions are tailor-made to meet the unique goals and needs of the individual. The intervention plan strives for community involvement, social involvement, individual choice, developing self-respect, and commanding respect from others. Individuals are encouraged to set personal goals, become independent thinkers, and be their own advocate. Person-centered values also seeks to lessen or eliminate negative external influences (Carr). Here is a glossary of PBIS terminology.
[edit] Application in classrooms and similar settings
PBIS cannot be used only in the classroom. It must encompass all aspects of the individual's life, including school, family, home and social life. It is not designed to be a "quick fix" to a behavior problem, but rather, a long-term, multi-dimensional support system. Stakeholders (all people that have an interest in this person's behavior), who include family members, friends, employers, community members, teachers, school administrators, and various professionals, all become engaged in the support system that helps the individual achieve improved quality of life (Carr).
Success of the support system also improves the quality of life all stakeholders. Stakeholders are part of the individual's "support team." In other models for behavior management, the experts have designed the interventions and support systems, and communicated them and requested assistance in implementing them from the stakeholders. These stakeholders had a passive role in the intervention plan. In PBIS, the stakeholders actively participate in the design, methodology, and implementation of the intervention and support program. This strategy is based on the premise that families and friends have the most knowledge of the challenges, strengths and needs of the individual (Carr).
The main premise of PBIS is that "we should focus our efforts on fixing problem contexts and not problem behavior." Cooperation of all participations must be gained, and planning and implementation must occur in a well-organized fashion. The approach must be comprehensive, and must look toward changing all aspects of the individual's situation and environment that contribute to undesirable behavior. Further, PBIS emphasizes the need to make change not in immediate response to a poor behavior situation, but to address issues while the behavior is not occurring (Carr).
[edit] Evidence of effectiveness
While difficult to measure objectively and statistically due to the lifelong time element and multidimensional aspects of PBIS, there is some evidence available from schools related to its effectiveness.
Olson Park Elementary School in Loves Park reports a 40% decrease in its Office Behavior Reports from September, 2001 to September, 2002 due to implementing PBIS (FY03 PBIS 1st Quarter 2002).
Kentucky Schools indicate a 66% decline in office referrals due to implementation of a PBIS program, and a 64% decrease in school suspensions and expulsions. During the 1997-98 school year, one Kentucky school did not have a PBIS program in place. After implementing it the following year, the school showed a 65% decrease in the number of students suspended, a 76% decrease in the number of days of suspension school-wide. They also experienced an increase in reading scores attributed to a greater number of instructional hours (Positive Behavior Support and Delinquency Prevention, 2004)
The state of Maryland is a national model for effective use of PBIS. With state mandates to utilize the program, and routine training of teachers and school administrators by the state board of education, Maryland schools benefit from a proven track record of decreased numbers of school suspensions, and less class time lost to handle behavior situations. Nancy S. Grasmick, State Superintendent of Schools claims, "PBIS is so successful because it focuses on changing behavioral expectations within schools, not just individual student behaviors. As a result, school cultures and environments have changed, making way for the kind of academic learning that we want for all Maryland’s children." (MSDE to Train Educators. . . 2004)
[edit] Critics and their rationale
On assessing the validity of PBIS, practioners noted the following:
- An inability to control the many complex variables in the individual's environment.
- Insufficient time
- Diverse behavior challenges
- Lack of knowledge of the many influences on an individual's behavior, and/or lack of sensitivity to those issues (Carr).
[edit] Alternative explanations due to Diversity considerations
There are certain populations that have greater risk factors for problem behaviors. They include ethnic minority status, academic difficulty (learning disability), broken homes, poverty, inadequate parental supervision, physical abuse, substance abuse (by self or family members), living in a high crime community, and criminal or delinquent relatives or peers (Positive Behavior Support and Delinquency Prevention, 2004). Implementation of sound PBIS is most critical for those students, schools and communities with the greatest risk factors.
Many societies, including our own, have heterogeneous cultures. The values of various cultures are unique, and must be considered in PBIS. The impact of cultural values is significant in contribution to individual values, behavior, and communication. For example, in western culture, a goal of most families is to help children become independent and self-reliant. However, in many Asian cultures, families strive to create an environment of dependence and belonging. "Self-reliance . . . is seen as a sign of selfishness and immaturity." In Western culture, it is acceptable and in fact encouraged to seek help for emotional problems, while in certain Asian cultures, it is considered shameful. In PBIS, it is essential that plans and interventions including a sensitivity toward cultural differences, and consider the important role that culture plays in the behavior of the individual and the values of the family and society (Carr).
[edit] Signed "life experiences", testimonies and stories
After teaching at two schools, one that uses PBIS and one that doesn't, it seems to me that the PBIS system works if everyone buys in and is committed to using the system. When we started the PBIS program, we made some modifications to our rules and that was that there should be one over-arching rule, "Do the Right Thing". This is demonstrated in various ways throughout the classrooms, hallways, lunchroom, etc. We even incorporated that into our detention and referral system. Students know what the appropriate behaviors are and a system like that can be a great way to reinforce behaviors. - W. Rank
My school is also a PBIS school, in fact I am on the team. It is difficult with new staff coming in to train them in the PBIS way. We also have staff who in my opinion will give us lip service but who do not truly try to implement the expectations and consequences. This year we are doing an all day school wide training for teh entire day. I am so excited to see what kind of a difference this may make in the coming school year. -V.C.
PBIS is the program in which the school I teach uses to develop their school-wide discipline and rewards system. As teachers in the building, we are to also use this program within our classrooms to reward behavior as well as establish consequences. While I can see the benefits of using this system, it is also frustrating in that only a select few members of our staff are actually trained in PBIS. How are teachers supposed to implement a program in which they have had no/very little training? It seems quite unrealistic to expect success in using a program before adequately training all staff members/teachers...doesn't it? -D. Jacob (June 2006)
I have seen similar things as mentioned by A. Dorough. Some teachers are always skeptical of things that differ from their own pedagogy. Many students, however, have really bought into PBIS, especially those in the 6th grade. The novelty of shopping at the PEACE store has worn off for many of the students by the time they enter the 8th grade. But, since it seems to be effective for many students I do not think it should be something that is eliminated. I don't think you'll find something that will work for everyone. J. Cappa
I work in a school that adopted PBIS three years ago. For the most part the program has worked. The school is a Junior High (7th and 8th) and the biggest problem that we have had is getting all of the teachers to buy into the program. The training is good as long as it is done age appropriately. The incentives don't seem to work because not all of the teachers give out incentives equally and we end up with students who are able to get many incentives and some students who are never able to get incentives. There seems to be an inequallity when it comes to our special ed population. The special ed teachers use the incentives quite a bit, so those students are usually the ones that get the incentives. This tends to leave out those "good kids" that don't seem to need extrinsic rewards. We instituted a "detention like" training seminar last year which helped in that there was finally a consequence for actions. If a student refuses to do what he needs to do, then he will be sent to "retraining" which is a 30-45 minute long activity in which the student is given intensive training on the behavior that got him into trouble. A. Dorough
I am really wondering about the results others who have used PBIS, as far as what their biggest successes , as well as what their concerns are. Our school is implementing this program next year and we have naturally heard all the "positives" about the program. I have been approached about helping keep the records and identifying the target zones that need work. I feel we already know where the problems areas are and we simply keep trying to solve them in ways that do not work . I really don't see where a program such as this one will make a difference. Haven't we always heard "Keep the rules to a minimum and enforce them"? What does "Respect everyone and yourself" mean to a student. Isn't that a bit too simple? What one child sees as respect is far different than what another might see. N.Meeker
I work in a school district that has decided to discontinue the PBIS system. Although the research indicates that PBIS or a similar type of support network is the way to go, it is a complicated program. Primary, secondary, and tertiary supports all need to be in place at each level of the system. The individual teachers, steering committee, and administration all need to fulfill their functions, and there must be consensus. The program itself recommends that it not be implemented until at least 80% of the particpating staff agree to do so. In our district, the program was thrust upon us. Also, data was not collected in a systematic timely way, and supports tended to be reward driven. Students were literally being handed prizes for walking through the hallway, and had no idea why they were being rewarded. WRF
PBIS can actually be incredibly helpful in any school environment if those who are implementing know what they are doing, are well trained, and can rely on the support of the building they are working in. Essentially, PBIS asks schools to take a look at discipline data, and ask why it looks the way it does. Without analyzing data, we have no business expressing concern about the way our buildings function. I am in a building that does not use PBIS, and I wish it did, so we could have better problems defined for the "solutions" we come up with. G. Johnson
-In my district, we are being "encouraged" to establish a PBIS program. Based on the way it was presented, it seems like a program that would be very effective at the gradeschool level. The main problem I had with the presentation was that I teach in a high school and the presentation did not address the method of implimentation for that level. I have more of an understanding of PBIS from reading this site than the presentation provided. I like the idea that each group should provide their own guidelines that take into account cultural differences of the group at hand and that PBIS is not a set in stone script for all groups to follow. C. Watson
My school district uses the PBIS program at the elementary and middle school levels, but not at the high school level. I have seen the benefits of the program when dealing with what I call minor behavior annoyances, rather than major problems. In our program, students are awarded "Gotcha's," or paper certificates. When they have accumulated enough they are able to turn the certificates in for a more substantial reward (a bookmark or a free pass to a school basketball game). I often reward Gotcha's when a class stays on task for a long period of time, no one arrives tardy, or for coming to class prepared. Students remember to get to my class on time will all of their supplies because they want that Gotcha. As I said, I have not seen the PBIS program play a significant role in solving major behavioral challenges, but it has played a role in improving the climate of the school. -S. Borkgren
Giving positive behavior to students is something that we don't easily do. Unfortunately, it is easier to comment, mention and correct children's negative behavior than praise a child for their good choices and work. PBIS has worked great in our elementary school because it gives our students who get overlooked the continual encouragement to keep on making right choices. It also gives our high-flyers an opportunity to get praised on the good they do instead of always getting negative reinforcement after another. JP
Testimonial- Our school is a middle school that utilizes a very successful school-wide PBIS program. Every teacher has a supply of "Peace Slips" that are awarded to students for good behavior. We have monthly goals, such as "be prepared for class," or the slips can be awarded for students at teacher discretion. The school collects donations from local businesses, and monthly we hold a "peace store" during lunch periods where students can spend their peace slips to purchase prizes that range from pencils to portable CD players. The systems works well, the entire school participates, and students know about the system and look forward to the opportunities to "buy" prizes. -S. Yunker
I am not quite sure how this program could be implemented at the high school level in which I teach. I think the idea is a great one and it touched on every aspect of the students life not just at school but at home as well. I think the connection with life outside of school would be key to the overall success of this program. I would be interested to know what type of long tern success schools have had with this program. L.Gowler
The school in which I work implemented PBIS about 5 years ago. I do think that my school has succeeded in getting the students and teachers on the same "page". I feel that throught PBIS we have attempted to change the environment in which our students learn by creating a more positive approach to learning. Teachers, secretaries, lunch supervisors, custodians, and principals are all trying to catch students being good and rewarding their behaviors. It seems to have changed a majority of the students' behaviors, but there are still some students who we refer to as the "high flyers" that don't seem to respond positively to the PBIS system. Those are the students who are getting the majority of the discipline referrals and suspensions. I would love to see something positively attempted to change the behaviors of those students. Don't get me wrong, I am thrilled that a huge majority of our population are being rewarded and acknowledged for appropriate behavior, but if my school wants to change problem behavior, it needs to look at that population that PBIS doesn't seem to influence. G. Cabutti
We are currently using PBIS where I teach and I find it to be a very effective program. Our three main rules are Be Ready, Be Respectful, and Be Responsible. All teachers use this in all of the different school settings. It really makes a difference when all teachers, including PE, Art, and Music, have the same expectations and vocabulary when talking with the students about behavior. E. Kilroy
I found PBIS to be a worthwhile program because it is empowering to students. Students know what the expectations are and try to model good behavior in PBIS. When a student did get in trouble, our discipline referral has an area to mark which pillar was broken. jdelaney
The school that I work at practices PBIS. We are in the beginning stages of developing a strong program. We have a positive referral form that we can fill out if a student shows does something extraordinary. The student is then called into the Dean’s office. The student is initially scared because they think that they are getting in trouble for something. Instead they discuss the positive behavior that the child had exhibited. The Deans have a variety of prizes that they can give away to the students if the behavior deserves a little extra recognition. I have seen the most positive effects with our incoming freshman class. It always makes me smile when the students come in to share their adventures in the Dean’s office. They thank me for the recognition and most times their positive behaviors increase. ~V. Amen
My concern with PBIS in our high school setting primarily centers around its implementation. I have been to the workshops and was on the steering committee for a couple of years, and even we struggled with what PBIS is and how we should implement it. As a building, we primarily award stickers to students who do nominal tasks:picking up their own garbage, saying hello to a teacher. While the purpose is to award positive behavior, at the HS level, it should be more focused on the students who really need SUPPORT, not the stinker who holds the door open for the dean then goes around the corner and tells his friends to f-off. Because it was started without a real goal in mind, I feel that it has gone sour and the students have learned to exploit it while the teachers have chosen to ignore it. It's too bad, because it's a great idea with great potential for so many of our students. Luke A.
As School Board President I have some concerns, as do the parents in my community. We implemented PBIS this past year in the middle and high schools with seemingly negative results. I will admit our training/implementation process was less that perfect. I also have to admit that the community was not properly informed of the change in policy. The community (and staff) perception is that behavior took a turn for the worse. A higher than normal number of teachers resigned this year for varying reasons but many indicated they felt a lack of support from the Administrators. In theory PBIS should be an ideal program to create a more possitive environment in the school, but if poorly implemented it can can have far reaching negative consequences. As I offer this comment we are in the middle of a community backlash. The community perception is that the School District is not dealing with discipline issues and the school atmosphere is 'out of control'. Whether true or not, the community's percetion is their reality, and the School Board is expected to 'fix' the problem. Proper implementation must have total support of the Board, community, teachers, adminsitrators, and students, in that order! My advice; do not implement if you have not succeded in getting total support. Kevin J.
[edit] References and other links of interest
Carr, E. G. (2004). Positive behavior support: evolution of an applied science. Rehabilitation Research & Training Center on Positive Behavior and Support, Retrieved Feb 07, 2005, from http://rrtcpbs.fmhi.usf.edu/PBSevolutions.doc.
Fy03 pbis 1st quarter report. (n.d.). Retrieved Feb. 16, 2005, from 1st Quarter July-September 2002 Web site: http://www.ebdnetwork-il.org/pbis/downloadables/pdf/1stQtrfy03pbis.pdf.
Msde to train educators in program with proven track record of reducing suspensions and office referrals. (2004). Retrieved Feb. 16, 2005, from http://www.marylandpublicschools.org/NR/exeres/43DA039E-B470-416C-96F6-9BD07E710C81,frameless.htm?Year=2004&Month=7%25%3E.
Positive behavior interventions and supports. (n.d.). Retrieved Feb. 01, 2005, from School-Wide PBIS Web site: http://www.pbis.org/schoolwide.htm.
Positive behavior support and delinquency prevention. (2004). Retrieved Feb. 17, 2005, from http://www.edjj.org/focus/prevention/docs/Prevention.ppt#257,1,Positive%20Behavioral%20Support%20and%20Delinquency%20Prevention.
