Positive Behavioral Intervention Support (PBIS)
Positive Behavioral Intervention Support:*
Reward the Good Things in Life
“If a child doesn’t know how to behave, we……teach?……punish?”
The traditional view of discipline, to "treat the symptom (pay attention to the destructive behavior), ignore the disease (use a punishment that will not teach the student a skill to use in the future)" is in direct contrast to the Positive Behavior Intervention and Support (PBIS) approach that “ignore the symptoms (to a degree), treat the disease (find what basic need the student’s use of a behavior is trying to fill).” PBIS involves teaching the child new skills and behaviors using a positive rather than a coercive approach (studies show that coercive stimulates bad behavior).
The premise is that what …show more content…
Its “unqualified success” “on reducing the incidence of challenging behavior” has been documented “in a synthesis of 109 published studies,” and its use in schools is widespread.” Dr. Stanley Swartz says that PBIS has met with success in the school setting because “it is primarily a teaching method.” PBIS does not separate academic performance from behavior (teaching behavior vs. controlling behavior), but teaches social behavior like academic …show more content…
The response-to-intervention (RTI) matches the intensity of resource to the intensity of need with a full continuum of prevention and intervention. Tier 1 is a “safety-net” of Positive Behavior Support (PBS) for the entire school (all), “Universal-Prevention”, whereas Tiers 2 and 3 have more to do with intervention (PBIS). Tier 2 is a targeted individualized PBIS approach for groups of students who need more repetition and practice to get “lesson-mastery”, and Tier 3 is intensive individualized (one-on-one) PBIS for the few students who display high-risk behavior.
For SWPBIS to work, first a collective commitment of the school’s staff/faculty is necessary as there needs to be a creation of established norms –common school-wide expectations for students and adults— and a staff creation of a matrix of site-specific appropriate behavior.
*Formerly known as Positive Behavior Support
Reward the Good Things in Life
“If a child doesn’t know how to behave, we……teach?……punish?”
The traditional view of discipline, to "treat the symptom (pay attention to the destructive behavior), ignore the disease (use a punishment that will not teach the student a skill to use in the future)" is in direct contrast to the Positive Behavior Intervention and Support (PBIS) approach that “ignore the symptoms (to a degree), treat the disease (find what basic need the student’s use of a behavior is trying to fill).” PBIS involves teaching the child new skills and behaviors using a positive rather than a coercive approach (studies show that coercive stimulates bad behavior).
The premise is that what …show more content…
Its “unqualified success” “on reducing the incidence of challenging behavior” has been documented “in a synthesis of 109 published studies,” and its use in schools is widespread.” Dr. Stanley Swartz says that PBIS has met with success in the school setting because “it is primarily a teaching method.” PBIS does not separate academic performance from behavior (teaching behavior vs. controlling behavior), but teaches social behavior like academic …show more content…
The response-to-intervention (RTI) matches the intensity of resource to the intensity of need with a full continuum of prevention and intervention. Tier 1 is a “safety-net” of Positive Behavior Support (PBS) for the entire school (all), “Universal-Prevention”, whereas Tiers 2 and 3 have more to do with intervention (PBIS). Tier 2 is a targeted individualized PBIS approach for groups of students who need more repetition and practice to get “lesson-mastery”, and Tier 3 is intensive individualized (one-on-one) PBIS for the few students who display high-risk behavior.
For SWPBIS to work, first a collective commitment of the school’s staff/faculty is necessary as there needs to be a creation of established norms –common school-wide expectations for students and adults— and a staff creation of a matrix of site-specific appropriate behavior.
*Formerly known as Positive Behavior Support