Positive Behavior Support for ALL Michigan ... - Oakland Schools

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Section 1 Exploring Beliefs and Defining Positive Behavior Support If a student doesn’t know how to read, we teach. If a student doesn’t know how to swim, we teach. If a student doesn’t know how to multiply, we teach. If a student doesn’t know how to behave, we ...... punish? John Herner People need to take responsibility for teaching students how to behave. When school personnel, community agencies, families, and students adopt Positive Behavior Support (PBS), academic and social skills will likely improve. The principles of PBS are applicable and appropriate for ALL students regardless of educational status. This document will help readers understand why Positive Behavior Support is effective and necessary, who does it, how it is done, and how its success can be evaluated. What Is Positive Behavior Support? Positive Behavior Support is a broad-based set of proactive approaches integrated within comprehensive, schoolwide systems. Such systems are communities of concern that include parents, school personnel, students, and appropriate community agency personnel. This home/school/community system supports students in learning responsible behavior and achieving academic success. Who’s Involved? • Parents • Teachers • Support Staff • Student • Community • You! Positive Behavior Support: The Concept • PBS is a data-based effort. • PBS concentrates on adjusting the system that supports the student. • PBS is implemented by a collaborative, school-based team using personcentered planning. • The emphasis of intervention is on skill building. • Schoolwide expectations for prosocial behavior are clearly stated, widely promoted, and frequently referenced. • New contacts, positive experiences, powerful role models, and appropriate relationships are developed in this student-centered system. • It can require time (months to years) and patience to develop responsive systems; personalized settings; and appropriate, empowering, and enduring skills. Section 1 – 1
• Learning and behavior problems are assessed comprehensively. An ecological approach to assessment focuses on the identification of the student’s needs as well as on the student’s interaction within school, home, and community settings. • Functional assessment of learning and/or behavior challenges is linked to an intervention. The effectiveness of the selected intervention is evaluated and reviewed, leading to data-based revisions. • Change efforts focus on the use of positive interventions that support adaptive and prosocial behavior and build on the strengths of the student, leading to an improved quality of life. • Students are offered a continuum of methods to support appropriate behavior and to discourage violation of schoolwide expectations. • PBS thrives in a safe, well-planned, yet flexible system. • Dignity and self-esteem must be fostered for the student as well as for all those engaged in the process. Why? Addressed problems get resolved and stay solved Why Use Positive Behavior Support? • Academic and/or behavior problems are effectively addressed through functional assessment of behavior. • Students benefit from modeling, system supports, and appropriate accommodations. • PBS complements a variety of teaching approaches and classroom discipline models. • A student’s behavior changes when it is understood by the student. • A student’s behavior changes when the student is involved in the process. • A student’s behavior changes when positive support is provided. • PBS is supported by research. • PBS works! When? Any time you need to better understand a pattern of behavior When Should Positive Behavior Support Be Implemented? • When supporting any learner’s academic and behavioral needs • When the behavior targeted for replacement or a new skill to be learned is selected, based on the educational needs of the student • At all times Section 1 – 2
Page 1 and 2: MDE Michigan Department of Educatio
Page 3 and 4: MDE Michigan Department of Educatio
Page 5 and 6: Reviewers Kathy Al-Rubaiy, Superint
Page 7 and 8: Introduction - 4
Page 9 and 10: Introduction - 6
Page 11 and 12: Section 4 - Completing a Functional
Page 13 and 14: Basic Skill Builders: A Precision T
Page 15: Section 1 Exploring Beliefs and Def
Page 19 and 20: • Greater student self-control an
Page 21 and 22: Section 2 Assessing the Status of P
Page 23 and 24: • Schoolwide reward structure is
Page 25 and 26: Positive Behavior Support Works! Ge
Page 27 and 28: Two county school districts in Flor
Page 29 and 30: liked him, and helped him when he n
Page 31 and 32: Assessing and Planning Positive Beh
Page 33 and 34: Worksheet 2.2 (con’t) District-Wi
Page 35 and 36: Worksheet 2.3 (con’t) Building-Ba
Page 37 and 38: Worksheet 2.4 (con’t) Classroom-B
Page 39 and 40: Worksheet 2.5 (con’t) Individual
Page 41 and 42: 5. Check one system to ❑ District
Page 43 and 44: Section 3 Building a Model Positive
Page 45 and 46: • Shared common goal and purpose
Page 47 and 48: • During lunch time • During a
Page 49 and 50: Worksheet 3.2 Sample Support Team W
Page 51 and 52: Worksheet 3.4 Support Team Checklis
Page 53 and 54: Worksheet 3.5 (con’t) In your opi
Page 55 and 56: Section 4 Completing a Functional A
Page 57 and 58: • For successfully and thoroughly
Page 59 and 60: Figure 4.1 Functional Assessment of
Page 61 and 62: • Analysis applied for time, plac
Page 63 and 64: ❑ ❑ ❑ Student limited self co
Page 65 and 66: ❑ ❑ Peer tutoring Other Suspect
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❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑
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Section 5 Collaborating on a Positi
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Figure 5.1. Positive Behavior Suppo
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Worksheet 5.1 Initial Planning for
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Worksheet 5.1 (con’t) Set timer f
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Trials of this collaboration exampl
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Worksheet 5.2 (con’t) What functi
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Worksheet 5.3 (con’t) Plan Evalua
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Worksheet 5.4 (con’t) Functional
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D. Use the “1-6” scale to indic
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Worksheet 5.4 (con’t) Case Illust
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Section 6 Linking Positive Behavior
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cognitive, or emotional impairments
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programs and services. In determini
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Ideally, effective IEPs document sh
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• Ancillary and other related ser
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Manifestation Determination Review
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General Change of Placement A gener
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When a placement is made by a court
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Section 7 Designing Positive Behavi
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C. Select and Teach Replacement Beh
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• Up to 25.6% of eighth-grade stu
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Life experiences define a person’
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Table 7.1. Sociocultural Considerat
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Section 8 Responding to Emergency S
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closely review P.A. 102, the Statew
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Section 9 Conclusion We have come a
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Section 10 Resources If you want tr
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California: Positive Interventions
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Commercially Available Resources: C
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9. Life Space Intervention: Talking
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tangible. The scale poses questions
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Suggested Websites • Center for E
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17. Transition from activity to act
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Survey: Preventing and Responding t
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Does your school… 9. Take steps t
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At-a-Glance Comparison of Tradition
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Section 11 Assessment Tools on Disk
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Section 12 Glossary
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Direct observation: a method used t
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Section 13 References and Supportin
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Cartledge, G. (1996). Cultural dive
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Hollinger, J. (1987). Social skills
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Mueller, F., Jenson, W. R., Reavis,
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Sugai, G., Horner, R., & Sprague, J
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Section 14 Reader Response
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Michigan Department of Education At
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