What is PBIS?
PBIS is a positive, proactive, and preventive approach to behavior. It is an evidence-based, data driven process by which schools work to increase appropriate social behavior, attendance, and student achievement. The goal of PBIS is to design effective environments and provide a continuum of evidence based behavior supports for all students in all settings of the school.
The PBIS Process:
The PBIS Framework:
Research: Students who are connected to school are more likely to stay in school and less likely to engage in high risk or dangerous behaviors (Catalano, Oesterle, Fleming, and Hawkins, 2004). Students with a feeling of closeness to their teachers have been shown to work harder and get better grades (Klem & Connell, 2004; Wang & Holcombe, 2010).
All staff members are expected to engage in activities to intentionally get to know and connect with student. Research shows that if we make connections with our students, off task behaviors decrease and academic achievement increases.
Research: Across all studies, “the average number of disruptions in classes where rules and procedures were effectively implemented was 28 percentile points lower than the average number of disruptions in classes where that was not the case” (Marzano, 2003).
Common area and classroom expectations at BMS fall under the “umbrella” of BARK.
Research: Delivering praise and positive reinforcement increases on task behavior (Ferguson, & Houghton,1992), student attention (Broden, Bruce, Mitchell, Carter, & Hall, 1970), compliance (Wilcox, Newman, & Pitchford, 1988), student motivation, accuracy of responding & task persistence (Keller, Brady, & Taylor, 2005). On-task behavior is even greater when praise for specific behavior is given, versus general praise. (Chalk & Bizo, 2004)
At Beadle, we have implemented four intentional ways in which to acknowledge others in the building. All of the forms can be found in the mail room or library.
Engaging in Systematic Supervision
Research: Use of active supervision resulted in a classroom-wide decrease in minor behavioral incidents (De Pry & Sugai, 2002) and accounted for the most variance in problem behavior in non-classroom transition settings (Colvin, Sugai, Good & Lee, 1997)
Responding to Problem Behavior
Research: Providing direct, brief, and explicit error corrections following undesired behavior decreased such behavior (McAllister, Stachowiak, Baer, & Conderman, 1969). Error corrections or reprimands that were loud in tone were less effective than quiet or discreet corrections (O’Leary & Becker, 1968). Error corrections that were brief (i.e., 1 to 2 words) were more effective than longer error corrections (i.e., 2 or more phrases; Abramowitz, O’Leary, & Futtersak, 1988). Corrections that were delivered consistently were superior to those delivered inconsistently (Acker & O’Leary, 1988)
All staff members are expected to manage minor problem behavior using instructional responses and classroom-based interventions.