PBIS Case Study

PBIS is a school-wide approach to managing behavior in positive manners. The school that I currently teach at as implementing this approach for this school year. My experience with this approach is extremely limited. We were trained briefly at the beginning of the school year but the introduction was not enough for most of the teachers at my school. We have what we call bulldog time which is used for remediation of students in small groups. These small groups are formed based on MSTAR scores from the beginning of the year. The group that I was assigned are the 11th graders preparing for the ACT. I am responsible only for strategies to improve their scores in the science section of this test. I get a different group each day and if

It is exceedingly important for schools to ensure a balanced and stable environment that provides safety, well-being, and acceptance to all students. In order to do this, as well as generate a positive communal learning atmosphere that empowers the entire student body of the school and the individual classroom, there needs to be a school-wide positive behavioral intervention and support (PBIS) system implemented. The defined explanation of PBIS is “a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all student” (Sugai and Simonsen, 2012). The goal of a PBIS application to a school’s community is to develop appropriate standards

I work at a school which implements P.B.I.S., also known as P.B.S. (Positive Behavior Supports). Our school P.B.I.S./P.B.S. goals include the following:

Behavioural support service this team includes specialised teachers, teachers assistants and they will work in partnership with other professionals including educational psychologists, E.W.O.’s , and counsellors. This service supports schools to help them promote positive behaviour, and supply support to

PBS can target an individual or a group of children. PBS also includes changing the environment, such as the physical setting. Shaping the environment may encourage behaviour change. This may include providing opportunities for behavioural change, assisting with those changes, and offering social support. It is important to recognize environmental constraints that might deter behaviour change. Therefore it is successful with a wide range of

Verney Road State School has effectively established the SWPBS and continues to develop and improve strategies in place to ensure a school wide culture that promotes positive behavior. The PBS Implemenation Team at Verney Road State School is responsible for the implementation and monitoring of school wide behavior. As a school wide approach, it is essential that students have a clear and consistent understanding of school wide expectations. Teachers throughout the school should receive guidelines and action plans on how to facilitate these expectations. The school would be responsible for ensuring all staff are supported and have the resources and professional development to effectively implement the PBS practices in a classroom and across the school

RtI also helps implement behavioral interventions in the classroom through a similar process called Positive Behavioral Interventions and Supports (PBIS). PBIS is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (Sandomierski, Kincaid & Algozzine, 2007). Both RtI and PBIS are grounded in differentiated instruction; a type of instruction that is beneficial to all types of students with

The objective of this Positive Behavior Intervention Plan (PBIP) is to provide John the tools and support necessary to replace the behavior in question and implement, the prevent, teach, and reinforce strategies and recommendations. The desired outcome of this PTR plan is for John to substitute the “flicking” behavior with the use of a squeezy ball and or personal schedule/chart.

One of the main strategies to meet this goal is the PBIS implementation. According to the PBIS committee leader at Flat Rock Middle School, PBIS stands for Positive Behavior Intervention and Support. It is a proactive and social culture strategy and needed for all students in a school to achieve social, emotional, and academic success. Attention is focused on creating and sustaining primary, secondary, and tertiary systems of support that improve the lifestyle results (personal health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, relevant, and desired behavior more functional. Even though, PBIS has made a positive impact on the percentage of disciplinary incidents within the school.

According to Feierman, (2013)Researchers have identified evidence-based practices that reduce incidents of school delinquency including violent misbehavior, lessen the need for exclusionary disciplinary practices or referrals to the justice system, and amilorate academic performance among all students. School-Wide Positive Behavioral Supports (SWPBS)—also referred to as Positive Behavioral Interventions and Supports (PBIS), restorative justice and trauma-informed education are examples of these practices. PBIS is the only such approach directly supported by federal law, the Individuals with Disabilities Education Act requires consideration of PBIS in an eligible student individualized education program.

3. Implementing school wide Positive Behavior Intervention Support (PBIS) in these schools decrease the amount of serious and dangerous behaviors displayed by students. It also increased the amount of students who refrain from using physical aggression.

Some examples of these behaviors are the longing for attention, lack of interest, and control. Then the strategies are used teaching new behavioral skills, positive behavior appreciation, and environmental changes (Carr et al., 1994; Horner, Albin, & O'Neill, 1996). This explains what PBS is and how all teachers can implement certain key PBS components in their

Attendance: Attendance will be taken at each class. Students are permitted 2 unexcused absences. Upon the 3rd absence, your final grade will be dropped by 10%.

The School-Wide Positive Behavior Support or SW-PBIS program is designed to teach behavior expectations in the same manner as any core curriculum subject. The main idea for the SW-PBIS program is for the school to focus on three to five positive behavior expectations rather than telling the students what not to do in the school atmosphere. The expectations and routines are enforced school-wide in each classroom and in non-classroom areas with the matrices posted throughout the school. These expectations and routines are taught through lesson plans at the beginning of the year in setting specific locations, such as lining up properly in the hallway using a hula hoop to demonstrate proper body space distance. The program also emphasizes positive behaviors through a recognition system of praise. Instead of always concentrating on misbehavior staff rewards appropriate behaviors with some kind of incentive. The Carl Junction School district uses this program by implementing the bark bonus program when staff notices appropriate behaviors at specials, in hallways, in the lunchroom, etc. A staff member gives a student or the whole a class bark bonus, eventually when each class receives a specified amount that classroom is rewarded. As a whole, the classroom votes on which reward they want, such as a movie, bring stuffed animal/blanket, wear pajamas, or play electronics during class.

The PBIS is a program in school that is for the students to show respect, responsibility, initiative. If a student gets caught showing on of the three PBIS traits they are rewarded with a blue ticket and after they get a certain amount they can get a prize. The PBIS program is a group of teacher in your school. You should always show the PBIS traits in your school. There are many students that get tickets for showing those three traits.