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Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation
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Page 1: Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation.

Maximizing Effectiveness Using Positive Behavior Support Methods in the

Classroom:Establishing a Foundation

Page 2: Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation.

2

PBS Project Mission

• Enhance knowledge and skills in order to build capacity of school districts to address challenging behavior.

• Provide training and technical assistance to support the use of positive behavior support at the:– School-wide Level– Classroom Level – Individual Student Level

Page 3: Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation.

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What is PBS?

• A team-based process for creating proactive, educative and functional support systems used in the development of effective interventions for problem behavior.

• Aim is to build effective environments in which positive behavior is more effective than problem behavior.

Page 4: Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation.

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Critical Themes in Positive Behavior

Support• Research based• Consideration of real life settings or events• Support provided within typical environments• Respect for persons, values, feelings, and beliefs• Value of families, friends, and support providers• Educational approach to problem behavior• Positive changes in overall quality of life

Page 5: Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation.

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Positive Behavior Support

(Horner, 1999)• Involves the assessment and reengineering of

environments• Has a goal for people with problem behaviors to

experience:– reductions in their problem behaviors – increase social, personal, and professional quality in their

lives  • Desired outcome is to enhance quality of life for

individuals and their support providers in home, school, and community settings

Page 6: Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation.

Adapted from the Center for Positive Behavior Interventions and Supports (2002)

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~ 80% of Students

~15%

~5%

Designing a Comprehensive PBS SystemCONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

Page 7: Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation.

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Fact or Fiction…

“Approximately one-half of all classroom time is taken up with activities other than instruction, and discipline problems are responsible for a significant portion of this lost instructional time (Cotton 1990).”

Page 8: Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation.

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Educating Students withProblem Behavior

Challenges are increasing• Students at the top of the triangle represent only

1-5% of the school enrollment• they account for over 50% of behavioral

incidents• they consume significant amounts of time• these students require comprehensive

behavioral supports that involve family, school, and community participation

Page 9: Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation.

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Positive Behavior Support and Classroom

Management• Decrease in problem behavior = increase

in academic time• Preventative approach to addressing

problem behavior• Should result in greater academic success

Page 10: Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation.

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• Focus on the student as the problem• Reactive in nature• Focus on topography, or form of behavior• Separation between instruction and behavioral

issues• Oriented toward short-term changes• Punishing students without a school-wide positive

support system results in increased aggression, vandalism, truancy, dropouts (Mayer & Sulzer-Azaroff, 1999)

Traditional Discipline Strategies

Page 11: Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation.

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we…

…teach? …punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

Tom Herner (NASDE President ) Counterpoint 1998, p.2

Page 12: Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation.

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Philosophical Shift…

• Educators now recognize that some students DO NOT have the skills and behavioral repertories necessary to cope with the many academic and social expectations in schools

• Researchers have determined that careful examination of curriculum may identify academic, social, and behavioral expectations that are associated with occurrences and nonoccurrence's of problem behavior in students

Kern, Delaney, Clark, Dunlap, and Childs (2001)

Page 13: Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Establishing a Foundation.

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Classroom-Based Indicators

• Disruptive behaviors

• Interfere with teaching/learning

• Occur more than once per hour

• More than 2-3 students off-task at one time

• More than 10% students’ have incomplete assignments

• Students need constant reminders to follow classroom rules


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