Chapter 3:

PBIS at the Elementary Level

(K - 5)

Findings of a study (conducted over four years), among 12,344 elementary school children in 37 elementary schools, where multi-levels of school wide PBIS indicated that there were significant effects on student's behavior problems, social-emotional functioning, concentration problems, and prosocial behavior (Bradshaw et al., 2012). In addition, Bradshaw, et al. (2012) inform that the schools' discipline referrals declined 33% more than the comparison schools that did not implement school wide PBIS. This indicates that the PBIS framework effectively reduced problem behaviors and assisted with adjustment for elementary students (Bradshaw et al., 2012).

School based processes, interventions for home, professional development for staff, and evidence-based interventions are critical to a multi-tiered behavior prevention and supports framework, Positive Behavior Intervention and Supports (PBIS).

School Based PBIS

There are three major components to an elementary school based PBIS (OSEP):

Teaching of appropriate behaviors in all school settings
Interventions when behavior interventions have not been met
Recognition when behaviors have been met

1. Appropriate behaviors need to be taught in the classroom and in all other school settings:

In the classroom, these evidenced-based practices, when implemented with fidelity, can decrease problem behavior and can increase student learning and student engagement (MO SW PBS, 2017):

In other school settings, such as what behaviors look like in the classroom, in the hallway, in the cafeteria, on the bus, in specials, and on the playground.

RtI2Handbook2011.pdf

2. Interventions for when behavior interventions have not been met:

Teach replacement behaviors.

3. Rewards Systems include methods that recognize positive behaviors. They can be:

school-wide,
classroom-wide, or
more focused on the individual.

Source: https://www.teamyou.co/pbis-school-wide-celebration-ideas/

4j_ess_pbs_AcknowledgeTriangle.pdf

Rewards should be based on... Intensity of Behavior Interventions

Interventions for Home

As a PBIS school, students will be taught expectations such as: Be Respectful, Be Responsible and Be Safe. These expectations can also be taught at home.

Parents can talk to their student about what being respectful, responsible, and safe behaviors look like at home:

Student behaviors at school and at home should also be rewarded:

Henderson and Berla, 1997

Source: http://www5.milwaukee.k12.wi.us/school/clement/parents/positive-behavior-interventions-and-supports-at-home/

Parent Training - Tier 3

Source: https://www.youtube.com/watch?v=Gdat31FDv5o

Professional Development for Staff

Tier 1

Tier 1: Evidenced Based Classroom Practices

Tier 1 Workbook Ch 8: Classroom Practices (to be used with Classroom Module PPT)

8.3-Introduction-to-Effective-Classroom-Practices-1.ppt

SKILL Feedback.pdf

Source: http://www.calhoun.k12.al.us/makes%20sense/Adobe%20Reader/DO%20NOT%20OPEN%20program%20files/Skill%20instruction/HOW%20to%20teach%20skills/During%20Tactics/SKILL%20Feedback.pdf

Corrective Feedback

Should provide students with examples and non-examples of effective behavior.

Tier 1: Teacher Role

Source: https://www.youtube.com/watch?v=aOZoqB_524o

Tier 2

Tier 2: Teacher Role

Source: https://www.youtube.com/watch?v=gp3CnmsVTPA

Tier 2:

Teaching Bullying Prevention

bullyprevention_ES.pdf

Source: https://www.pbis.org/school/bully-prevention

Teaching Conflict Resolution Skills

Sources: https://classroom.kidshealth.org/prekto2/personal/growing/conflict_resolution.pdf
https://classroom.kidshealth.org/classroom/3to5/personal/growing/conflict_resolution.pdf?ref=search

conflict_resolution k-2.pdf

conflict_resolution 3-5.pdf

TIER 3

Developing a Behavior Intervention Plan

Source: https://www.youtube.com/watch?v=d-EZfEUN_NI

Interventions

At the Tier 2 level, in order for Tier 2 Teams to make data-based decisions for students identified in this level, a process to gather and review relevant student data is needed. At this level, student data is is used to identify, select and monitor the function-based interventions that are needed to meet the needs of students (MO SW-PBS, 2017).

A functional based assessment checklist can help with identifying patterns and the purpose or the function of the behavior by applying an ABA analysis: