Positive+Behavior+Support

Positive Behavior Support Systems (PBS)

Introduction: School-wide Positive Behavior Support systems are developed in an effort to create positive, safe, and productive learning environments (Scott et al, 2007). There are three main phases required to implement a school-wide system: primary prevention, secondary prevention, and tertiary prevention (McCurdy, Manella, & Eldridge, 2003). Primary prevention involves implementing a school-wide management strategy aimed at reducing problem behaviors (McCurdy et al, 2003). Secondary prevention is aimed at specific students that have been identified as being at the most risk of developing problem behaviors (McCurdy et al, 2003). The third phase, tertiary prevention is aimed at aiding students that have the most chronic problem behaviors (McCurdy et al, 2003). Positive Behavior Support (PBS) was developed based on the theory that behavior is predictable and since it is predictable, it is also preventable (Scott, Park, Swain-Bradway, & Landers, 2007). The PBS system was designed to decrease problem behaviors through rules, routines, and other physical arrangements. There are four components to the PBS system: predicting the problem behavior and when it will occur, making plan to prevent the behavior, implementing the plan, and evaluation of the effectiveness of the plan (Scott et al, 2007). The Positive Behavior Support system can be implemented at three different levels, the school-wide level, at the classroom level or at the individual level. While most research does indicate that school-wide Positive Behavior Support systems are effective at curbing behavior. Research conducted by Lane et al (2008) also suggests that certain things most occur and without them, the systems are less effective. Lane et al (2008) found that each level of the Positive Behavior Support system did not have the same access to reinforcement. The authors also discuss the importance of systematic assessments. Lane et al (2008) found that schools must “establish and monitor an overall index of risk and monitors student responsiveness.” Using such a system resulted in more students being placed in the low risk category and less students being placed in the moderate and high risk category after one year of implementation (Lane et al, 2008).

media type="file" key="PBS Movie.wmv" width="300" height="300" Audience and Purpose of Presentation: This presentation was created to review how to make a PBS system effective. The presentation should be presented to school staff members who are currently working in a school that has implemented a PBS system. The creator of this presentation recommends that this presentation is presented to new faculty members prior to the start of a new school year.

Presentation Summary: This presentation was developed to provide educators with information about why PBS is effective and components that must be incorporated for the program to be successful. The presentation begins with a brief overview about PBS, including the recent research that supports its effectiveness. The presenter discusses the four components of PBS and the three different levels of implementation. This presentation focuses on the important of implementing and maintaining a successful PBS system. Finally the presentation concludes with an example of how to successfully implement and maintain a PBS system.

Conclusion The purpose of Positive Behavior Support systems is to increase success and reduce negative behaviors. Research shows that PBS systems decrease anti-social behaviors and bullying (Scott et al, 2007). Positive Behavior Support systems have been shown to increase social skills and decrease disciplinary referral. The implementation of a Positive Behavior Support system allows both the teacher and the school to provide students with more effective instruction and helps create a safe, positive, and productive learning environment.

Reference list: Lane, K. L., Kalberg, J. R.,Bruhn, A. L., Mahoney, M. E. & Driscoll, S.A. (2008). Primary prevention programs at the elementary level: Issues of treatment integrity, systematic screening, and reinforcement. Education & Treatment of Children, 31, 465-494. McCurdy, B.L., Manella, M.C., & Eldridge, N. (2003). Positive behavior support in urban schools: Can we prevent the escalation of antisocial behavior? Journal of Positive Behavior Intervention, 5, 158-170. Scott, T. M., Park, K. L., Swain-Bradway, J., & Landers, Eric. (2007) Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments. International Journal of Behavioral Consultation and Therapy, 3, 223-235. [|www.pbis.org] Kilian, J.M., Fish, M.C., & Maniago, E.B. (2006). Making schools safe: A system-wide school intervention to increase prosocial behaviors and enhance school climate. Journal of Applied School Psychology, 23, 1-30. doi: 10.1300/J370v23n01_01 Niesyn, M.E. (2009) Strategies for success: Evidence-based instructional practices for students with emotional and behavioral disorders. Preventing School Failure, 53, 277-234. Retrieved from [] Firtzpatrick, M. & Knowlton, E. (2009). Bringing evidence-based self-directed intervention practices to the trenches for students with emotional and behavioral disorders. Preventing School Failure, 53, 253-266. Retrieved from [] Simonsen, B., Sugai, G. & Negron, M. (2008). Schoolwide positive behavior supports. Teaching Exceptional Children, 40, 32-40. Retrieved from [] Hieneman, M., Dunlap, G., & Kincaid, D. (2005). Positive support strategies for students with behavioral disorders in general education settings. Psychology in the Schools, 42, 779-794. doi: 10.1002/pits.20112

Exam Questions 1. Which of the following is not a level of PBS? a) Primary b) Secondary c) Tertiary d) All of the above are levels of PBS 2. The purpose of PBS is to create environment(s) a) Positive b) Safe c) Productive d) All of the above 3. Research shows that implementing a PBS system a) Reduces the number of referrals b) Decreases anti-social behaviors c) Decreases the number of suspensions d) All of the above 4. Which of the following must occur for a PBS system to be effective a) Teaching and Encouraging b) Accountability c) Problem Solving d) All of the above 5. PBS __________ a) Defines student behavior b) Rewards positive behavior c) Defines consequences for inappropriate behavior d) All of the above