The Impact Of Implementing Pbis On The Social, Emotional And Academic Outcomes

There are many strategies when dealing with student behavior. However, they’re usually limited to the classroom setting and offices. When it comes to school wide management, Positive Behavior Interventions and Support or PBIS

P., & Pas, E. T. (2011). A Statewide Scale Up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation. In School Psychology Review (pp. 530-548). National Association of School Psychologists.

Horner, R.H., Sugai, G., Todd, A.W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.) Individualized supports for students with problem behaviors: Designing positive behavior plans. (pp. 359-390) New York: Guilford Press.

A Positive Behavioral Support System (PBSS) is critical for students that have challenging behaviors to increase academic success. The PBSS will look and be implemented differently in each school district. According to Bloom (2013) Students that display challenging behaviors often seem unmotivated and unengaged to the classroom teacher and disruptive. A Positive Behavioral Support System has evidence based data linking academic success with positive student behavior; furthermore, it must meet the needs of the students and the school district. Considering each student and school district is different the PBSS will be different in many aspects. Richards, Murakami, and Weiland (2014).

Using the results of the Scale of Effective School Discipline and Safety (SEDS) Questionnaire given to Lacy Elementary School participants, an analysis of the readiness of their teachers to implement a Positive Behavioral Support System (PBSS) will be examined. The SEDS questionnaire consists of 58 items, which are organized into five areas of attention by scale: Scale 1: Teachers’ Effective Classroom Management Skills (24 items), Scale 2: Teachers’ Positive Behavioral Interactions and Respect (11 items), Scale 3: Holding Students Accountable for Their Behavior: Administration and Staff (7 items), Scale 4: Teachers’ Contribution to a Positive School Climate (9 items), and Scale 5: School Safety and

These interventions included 2 major tiers to enhance all behavior disabled students. Tier 1 included an implementation of activities that were implemented across the school for emotional behavior students. According to (Wehby & Kern 2014), this tier included the core school-wide expectations implemented in both classroom and non-classroom settings; opportunities to acknowledge and reinforce appropriate behavior, consistent responses when students fail to adhere to expectations; and a data-monitoring system for determining responsiveness to Tier 1 supports (Sugai & Horner, 2009). Tier 1 was known for describing the intensive behavior intervention that were being tailored toward emotional behavior students. Tier 2 encompass small-group of students to support the intervention programs, which were made to integrate vaild methods. These methods and procedures were made to help emotional behavior students progress self-control strategies in areas they lack such as social relationships, as well as improving academic performance to enhance student growth and

The PBIS framework provides behavior supports through essential strategies that enhance academics and social outcomes in schools, (Responsive Classroom and PBIS Can Schools Use Them Together, n.d). According to the Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports, OSEP TA Center on PBIS (2013) it is reported that school-wide PBIS has been implemented in 50 states and over 19,000 schools across the United States. Hence, the PBIS framework is a structure that provides a strong foundation in positive discipline. Using positive discipline and positive reinforcement centers the attention on desired outcomes and redirection. Some of the strategies include a focus on skill teaching, the use of positive statements through respectful practices, data-based decision making and the implementation of three tiers of positive behavior support to meet the variety of student needs. Tier one is intended to support all students in all situations (Responsive Classroom and PBIS Can Schools Use Them Together, n.d). This is done through the use of common language, positive reinforcements, frequent verbal connections of behavior to expectation, morning and closing classroom meetings, logical consequences and problem-solving

While working in a school setting, I’ve worked with many different students. Upon working with these students, I have noticed that many of them have different psychological, physical, and social experiences because of their diagnoses. Many of the students receive Individualized Education Programs (IEP) to assist them within the classrooms. Depending upon the progress within the modifications made, many students receive more assistance through positive behavior support plans. Within my experience in urban settings, I noticed that many students with IEP plans or behavioral issues are easily diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Due to cultural, lifestyle, and value differences many students with behavioral problems have

For example many of the students are diagnosed with ADHD; one example of an intervention is threefold divider to help the students focus on their work. Additionally each student gets 3 downtimes a day. A downtime is a coping skill that the student can utilize when the student needs a break where the client can take 5 minute break out of the classroom to help refocus. Also there are reward systems in place that help promote good behavior.

Many such measures are based on PBIS in an effort to provide teaching environments that are safe, secure, positive, inclusive, competent, and accommodating (Tidwell, Flannery, & Lewis-Palmer, 2003.) Based on the idea that ‘one size fits all’ does not apply to behavioral interventions, PBIS helps to empower educators to create effective behavioral practices for all students through three basic principles. First, PBIS encourages educators to use positive approaches to behavioral interventions such as teaching appropriate behaviors rather than relying solely on punishment. Second, PBIS encourages educators to match the level of intervention resources to the level of behavioral offense presented by students. Third, PBIS encourages educators to create multiple positive intervention systems that deal with the different levels of behavioral challenges schools face (Muscott, et al. 2004; Walker, Colvin, & Ramsey,

After the assessment is complete “the results of this process should lead to…why problem behaviors occur” (Jordan, n.d.). Furthermore, the “assessment results are used to develop a positive behavior intervention plan” (Jordan, n.d.). The behavior intervention plan is a great way to help reinforce positive behavior. It helps to train the child in replacing problem behaviors into appropriate behaviors. This is really used, not as a disciplinary action, but to help the student learn to control their behavior, while having the support of their teachers, and their

Through the collection of data, the school team creates a Behavior Intervention Plan that will assist the student in learning to self-regulate their behaviors. As a result, the target behaviors are defined and identified. Behavioral Supports and Interventions that are currently used are documented along with replacement behaviors that serve the same function and strategies for teaching new behaviors. While working with the student, my role is to address the negative behaviors and to provide the student with alternative replacement skills or

As educators is it important for us to teach necessary skills for our students to thrive in society and our curriculum should be based on these skills. In my current position I implement Positive Behavior Support Plans (PBIS) in schools, by having PBIS I feel we are teaching student’s the specific skills they need to be successful and helping teachers reflect on the positives. We have to strive to provide our students with skills that will not only enable them to obtain a career but also develop the skill in maintaining their career; we must also instill a sense of human decency, compassion, acceptance, respect, and global awareness. PBIS will help students know specific expectations and learn and understand that in life we have specific guidelines that we need to learn in order to receive the rewards of success.

The Positive Behavioral Support System (PBSS) is a program implementing training and incentives to encourage correct behavior on school campuses. The system is divided into three tiers. Tier 1 provides broad support to the entire campus. Tier 2 provides support to a target group. The students in Tier 2 are high-risk. Tier 3 is for individual students who have exhibited problems with adhering to the programs requirements. With the exception of Tier 1, the support in each tier is specific to the students and is based on assessing data. One of the most important components of this program is that all teachers, administrators and students practice the program with fidelity (Positive Behavioral Interventions and Supports 2017).

As a Paraprofessional I have worked with many Special education populations. The most perplexing however was working with students diagnosed with Emotional behavior disturbances. The teacher that I supported has little training in dealing with students with this diagnosis. The level of frustration was always at a maximum. The teacher explained to me that he had just been thrown into the unit and had never had any formal introduction or training in dealing with this