Our research project will determine if Positive Behavior Interventions and Supports (PBIS) will have an impact on students and to what fidelity does PBIS need to be implemented within a classroom. Our research focused on a group of 6th grade students that have varied discipline behaviors. We will be specifically focusing on the chronic unwanted behaviors, which include disruption, defiance, calling out, and distracting other students.
The research project focused on how PBIS strategies change classroom climate. Rewarding students in today’s classroom has a positive effect on student behavior. Positive Behavior Interventions and Supports (PBIS) is a classroom reward system designed to praise students who are modeling the correct expectations and ignoring the unwanted behaviors. PBIS has the ability to change the classroom environment and change students perception of classroom climate. PBIS prevention aims to alter the school environment by creating improved systems and procedures to promote positive changes in staff and student behavior in all school contexts (Bradshaw & Pas, 2011, p. 531. )” B. History of PBIS PBIS originated in the 1980’s to address the need for improved selection, implementation, documentation of effective behavioral interventions for students with behavior disorders (BD). (Gresham, 1991; Sugai & Horner, 1999; Walker et al. , 1996). Researchers from the University of Oregon began a series of applied demonstrations, research studies, and evaluation projects.
They found that attention should be focused towards prevention, research studies, data-based decision-making, school-wide systems, explicit social skills instruction, teambased implementation and professional development, and student outcomes. In the 1990’s, researchers at the University of Oregon successfully competed for the opportunity to develop the PBIS Center. A defining feature of the original center was the establishment of a partnership comprising researchers and implementers from the Universities of Oregon, Kansas, Kentucky, Missouri, and South Florida, and from prominent providers of specialized supports (i. . , Illinois Wraparound Network, May Institute, Sheppard Pratt Health Systems) (Sugai et al. , 2000). Major Terms (three from above) 1. subtopics/major topics In the reading, PBIS in Alternative Educational Settings: Positive Support for Youth with High-Risk Behaviors, by Brandi Simonsen and George Sugai, the authors express concerns about the significant behavioral challenges that are evident in Alternative Education (AE).
The article goes on to quote the statistics that reflect the problem areas as the following, Public school districts report transferring youth to AE settings for a variety of reasons, including physical aggression (61% of districts); “disruptive verbal behavior” (57%); “possession, distribution, or use” of controlled substances (57%); chronic academic failure (57%) or truancy (53%); possession or use of firearms (42%) or other weapons (51%); “arrests or involvement with the criminal justice system” (42%); teen parenthood (31%); and/or mental health needs (27%; Carver et al. , 2010, p. 11). (Simonsen, Sugai Pg. ) Different Types of PBIS strategies i. PBIS Structure and Strategies Secondary-tier (ST) interventions are essential to the success of the three-tiered model of PBIS because they address the unique behavior needs of students who are not responsive to primarytier interventions.
ST interventions within PBIS are designed to reduce the number of problem behaviors currently exhibited by a wide range of students. ST interventions are typically administered with a small group of selected students and focused on addressing students’ needs. When implementing interventions, several items need to be addressed such as who ill be in charge of making decisions regarding SST interventions, areas of concern, entrance criteria, interventionists, intervention materials, reinforcement, evaluation procedures/treatment integrity, exit criteria, follow – up/referral and planning for the future (Ennis and Swoszowski, 2011). There are various PBIS strategies that can be implemented. Check in/check out (CICO) and behavior education program (BEP) begins with a clear definition of expected behavior. Students then receive intensive direct instruction in appropriate social skill development.
Direct observation encompasses a number of variables to consider and choices to be made including what behaviors to measure, how and when to measure them, and how to share data with others. Another strategy is the individualized target behavior evaluation plan which begins with specific target behaviors defined within a set situation. A goal statement or behavior objective is written to include the desired criterion or standard for success. At the conclusion of a predetermined time, the teacher or observer determines if the goal was met and in the case of multiple goals, calculates the percentage of goals met.
Student progress can then be communicated to other involved professionals and/or parents. Behavior management is another PBIS strategy that can be used. Behavioral self-management is the ultimate goal for all individuals and thus should be a continual long-term target and integral component of interventions. Self-monitoring can successfully be incorporated in establishing behavior interventions by teaching the student or students what behavior to monitor, what the goal is and the time interval associated, how the behavior will be counted, and what the consequences are for reaching the goal (Haraway, 2011).
PBIS works with schools to identify what the best implementation strategies will be best for that particular school. The process usually consists of identifying content, predict behaviors, identify and define the expected behaviors, modify the content, practice the expected behaviors, provide the reinforcement for the expected behaviors, and monitor the student progress. According to the research there are many ways that a school or district can implement PBIS within their community, but for the most part the model includes the same components. CITE) One thing that Simonsen and Sugai found to be interesting is that it does not matter what type of setting you have whether it be traditional school or alternative educational (AE) setting, the needs are similar, and our human response is punitive. Simonsen and Sugai went on to explain that the same practices that are used in traditional settings work for (AE) settings. They drafted a diagram (Exhibit A) to express the modification that can be made in order to make this model applicable to the AE setting. (CITE) How PBIS effects students/ affects classroom climate
PBIS is a behavior building block for teachers and students. PBIS are the building blocks for expectations and maintaining a supportive school-wide behavior system. PBIS has a positive impact on student behavior because the behaviors are able to be modified to the students needs. Students who tend to have behavior issues, are able to have behavior plans and strategies that are specifically tailored to their needs. According to Pas and Bradshaw (2012), one of the goals of PBIS was to reduce the amount of suspensions, keeping students learning, and still providing alternatives for consequential behavior.
When we are able to keep students in a productive learning environment they are more likely to reap the benefits of education, teachers and students need to jointly develop the skills to keep students learning in the classroom. PBIS helps with this model. Students also strongly benefit from teachers who are well trained in PBIS because all students benefit from positivity. According to Yeung (2009), he mentions how it also helps enhance learning for students who are typically successful. Students are able to be rewarded for the behaviors they continually exhibit.
PBIS has a positive impact on classroom expectations. In the article, “Scaling Up Rural Schools Using Positive Behavioral Interventions and Supports (2014,)” behavior problems result in a loss of productive instructional time. When classroom teachers have to stop lessons to address behavioral issues, students aren’t benefiting from the pause in instruction. All learning time needs to be utilized. If teachers are able to address behavioral issues while they continue teaching it is a win-win situation, behavior issues decrease and the instructional time is utilized completely.
PBIS provides teachers with professional development about how to address behavior needs in the classroom. The more that teachers are able to use the PBIS strategies the more they are able to have control of the classroom environment. For example, having well established behaviors and routines and praising the behaviors that the teacher expects helps control the classroom behavior in the classroom and allows it to function properly without disruptions.
Recommended guidelines for PBIS Simonsen and Sugai also address the needs in the areas of, “For example, “typical” tier 1 practices or supports (Table 1) may need to be intensified by providing more (a) explicit and frequent social skills instruction, (b) positively stated prompts for occasioning appropriate social skills; (c) active and frequent monitoring to promote engagement in programming across settings and contexts; and (d) frequent, systematic, and functionally-relevant reinforcement for appropriate behavior (e. g. using a point card or a modified check in/check-out approach across all students); and (e) functionally-appropriate responses to problem behavior (e. g. , ignoring attention maintained problem behavior, rather than having a problem solving conversation, or continuing to present demands to youth engaging in escape-maintained problem behavior, rather than sending the youth out of the room). ” (CITE) Harmful effects of PBIS PBIS is a program that can have negative effects on students that already have a positive moral and self-esteem.
If they witness too many students with problem behaviors being rewarded they are more likely to engage in some of the negative behaviors to gain attention from the teacher. PBIS emphasizes the use of tangible rewards which can negatively affect the development of intrinsic motivation. Another harmful effect is that PBIS is perceived as something new that was designed for students with disabilities. Precautionary guidelines to help with implementation/strategies i. Fidelity/ Implementation
In the article, Implementing culturally responsive positive behavior interventions and supports in middle school classrooms, it states that if the PBIS program is followed with fidelity then the program has the capacity to change the climate of the school. The article goes on to explains that PBIS has a history of setting up environments within schools to promote positive behaviors when these behaviors are established then the classroom focus moves to the academic achievement. Banks, A. , Obiakor (2015) The article then explains that the PBIS program works in AE Settings.
Results from descriptive case studies, where PBIS elements (outcomes, data, systems, and practices) were adapted for AE implementation, suggest that implementing intensified practices within a PBIS framework may result in positive outcomes for youth educated within AE settings, including increases in appropriate behavior, decreases in problem behaviors, and decreases in use of crisis-emergency responses, such as restraint (Farkas, Simonsen, Migdole, Donovan, Clemens, & Cicchese, 2011; Kalke, Glanton, & Cristalli, 2007; Miller, George, & Fogt, 2005; Simonsen, Young, & Britton, 2010). CITE). PBIS will work if the purpose is identified and the participants are faithful to the implementation.
