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In this newsletter we will be discussing Positive Behavioral Intervention Supports (PBIS). The information posted is as it appears on PBIS.org. PBIS provides the teacher an operational framework for achieving the most effective instructional and behavioral practices and interventions when interacting with students. It is important to point out that PBIS is NOT a curriculum, an intervention, or practice. As presented by the Office for Special Education Programs (OSEP), PBIS can briefly be defined as a decision making framework that guides directs the selection, and integration of evidence-based academic and behavioral practices with the purpose of for improving the academic and behavior outcomes of all students. |
Why do we use PBIS in our classroom?
PBIS is based on principles of applied behavior analysis and the prevention approach and values of positive behavior support. We believe that our students needs should be approached in and individualized and positive manner, for this reason we support the use of PBIS in the classroom. According to pbis.org It can be said that PBIS has 7 core principles and they state it as follows:
As you can understand by this PBIS is a comprehensive way to address the behaviors that as a teacher we encounter in the classroom in a positive way that will enhance our students learning experience. For this reason this reason PBIS will be enforced within our classroom and school wide.
PBIS is based on principles of applied behavior analysis and the prevention approach and values of positive behavior support. We believe that our students needs should be approached in and individualized and positive manner, for this reason we support the use of PBIS in the classroom. According to pbis.org It can be said that PBIS has 7 core principles and they state it as follows:
- All children can be taught appropriate behavior. All PBIS practices are founded on the assumption and belief that all children can exhibit appropriate behavior. As a result, it is our responsibility to identify the contextual setting events and environmental conditions that enable exhibition of appropriate behavior. We then must determine the means and systems to provide those resources.
- Intervene early. It is best practices to intervene before targeted behaviors occur. If we intervene before problematic behaviors escalate, the interventions aremuch more manageable. Highly effective universal interventions in the early stages of implementation which are informed by time sensitive continuous progress monitoring, enjoy strong empirical support for their effectiveness with at-risk students.
- Use of a multi-tier model of service delivery. PBIS uses an efficient, needs-driven resource deployment system to match behavioral resources with student need. To achieve high rates of student success for all students, instruction in the schools must be differentiated in both nature and intensity. To efficiently differentiate behavioral instruction for all students. PBIS uses tiered models of service delivery.
- Use research-based, scientifically validated interventions to the extent available. No Child Left Behind requires the use of scientifically based curricula and interventions. The purpose of this requirement is to ensure that students are exposed to curriculum and teaching that has demonstrated effectiveness for the type of student and the setting. Research-based, scientifically validated interventions provide our best opportunity at implementing strategies that will be effective for a large majority of students.
- Monitor student progress to inform interventions. The only method to determine if a student is improving is to monitor the student's progress. The use of assessments that can be collected frequently and that are sensitive to small changes in student behavior is recommended. Determining the effectiveness (or lack of) an intervention early is important to maximize the impact of that intervention for the student.
- Use data to make decisions. A data-based decision regarding student response to the interventions is central to PBIS practices. Decisions in PBIS practices are based on professional judgment informed directly by student office discipline referral data and performance data. This principle requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioral intervention planning decisions.
- Use assessment for three different purposes. In PBIS, three types of assessments are used: 1) screening of data comparison per day per month for total office discipline referrals, 2) diagnostic determination of data by time of day, problem behavior, and location and 3) progress monitoring to determine if the behavioral interventions are producing the desired effects.
As you can understand by this PBIS is a comprehensive way to address the behaviors that as a teacher we encounter in the classroom in a positive way that will enhance our students learning experience. For this reason this reason PBIS will be enforced within our classroom and school wide.
How will PBIS be Implemented in our Classroom?
The purpose of implementing PBIS in our classroom is to provide the teacher with a framework of strategies to address the behavior of students within the classroom. We will accomplish this by establishing clear rules and procedures; practice consistent positive and negative consequences; preparing a BIP to address the behaviors that need to be addressed and having an effective crisis plan in place.
The purpose of implementing PBIS in our classroom is to provide the teacher with a framework of strategies to address the behavior of students within the classroom. We will accomplish this by establishing clear rules and procedures; practice consistent positive and negative consequences; preparing a BIP to address the behaviors that need to be addressed and having an effective crisis plan in place.
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