POSITIVE BEHAVIOR SUPPORTS
http://wordpress.oet.udel.edu/pbs/
Positive Behavior Supports (PBS) is a broad term used to describe a school-wide approach to discipline. Despite a nation-wide heavy reliance on the reactive and exclusionary approach to discipline, research has shown countless times that this approach is extremely ineffective in reducing the number disciplinary problems in a school. Punishments do not change the negative behavior and may inadvertently discourage students from wanting to attend school. If they continue to be punished, they will have no desire to return to a place they are always in trouble. PBS differs from this approach because it focuses on proactive approaches, rather than reactive ones, and uses positive instructional techniques, rather than exclusionary ones. It is a research based system that fosters a positive school environment and motivates students to achieve their full potential.
While there are various PBS models, they all share the same general structure. First, all PBS models focus on teaching positive behaviors over punishing negative one. They also follow a three-tiered framework. Tier One focuses on school-wide instruction. The goal of this tier is to create a positive learning environment for the majority of students in the school, usually 80-85%. It uses strategies, such as explicitly teaching the students appropriate behaviors in school, to prevent negative behaviors. It is important that all teachers and faculty in the building understand the school-wide policies and complete the same training program to create consistency throughout the school. Students who continue to misbehave, despite daily instruction, may be moved the Tier Two. Tier Two usually includes 10-15% of the student population. These students have displayed difficulty learning social skills from explicit instruction and require more assistance than Tier One students to learn appropriate behaviors. This tier uses strategies such as small-group social skills instruction, progress-monitoring and academic support. Again, the focus is on teaching appropriate social skills, not punishing negative behaviors. Finally, students who continue to misbehave with these supports, and display persistent disciplinary problems, are moved to Tier Three. This tier includes approximately 1-5% of the school population and focuses on intensive and individualized instruction. Theses students are usually given Functional Behavior Assessments and a Behavior Intervention Plan is developed.
PBS systems have withstood the test of time, thereby proving they are not only effective, but also sustainable over time. If both students AND teachers are willing to commit to the three-tiered model, positive behavior will increase throughout their school. I hope to someday join a district that uses a PBS system because I feel it is a far more effective way to deal with disciplinary issues.
While there are various PBS models, they all share the same general structure. First, all PBS models focus on teaching positive behaviors over punishing negative one. They also follow a three-tiered framework. Tier One focuses on school-wide instruction. The goal of this tier is to create a positive learning environment for the majority of students in the school, usually 80-85%. It uses strategies, such as explicitly teaching the students appropriate behaviors in school, to prevent negative behaviors. It is important that all teachers and faculty in the building understand the school-wide policies and complete the same training program to create consistency throughout the school. Students who continue to misbehave, despite daily instruction, may be moved the Tier Two. Tier Two usually includes 10-15% of the student population. These students have displayed difficulty learning social skills from explicit instruction and require more assistance than Tier One students to learn appropriate behaviors. This tier uses strategies such as small-group social skills instruction, progress-monitoring and academic support. Again, the focus is on teaching appropriate social skills, not punishing negative behaviors. Finally, students who continue to misbehave with these supports, and display persistent disciplinary problems, are moved to Tier Three. This tier includes approximately 1-5% of the school population and focuses on intensive and individualized instruction. Theses students are usually given Functional Behavior Assessments and a Behavior Intervention Plan is developed.
PBS systems have withstood the test of time, thereby proving they are not only effective, but also sustainable over time. If both students AND teachers are willing to commit to the three-tiered model, positive behavior will increase throughout their school. I hope to someday join a district that uses a PBS system because I feel it is a far more effective way to deal with disciplinary issues.