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A key component of PBIS is to use preventative evidence-based practices to decrease the likelihood of disruptive behaviors occurring. Preventative practices include using prompts, reminders, and precorrections. These preventative practices increase target behaviors, decrease problem and disruptive behaviors, and increase academic engagement, especially those students with EBD (Keller-Bell & Short, 2019).
A key component of PBIS is to use preventative evidence-based practices to decrease the likelihood of disruptive behaviors occurring. Preventative practices include using prompts, reminders, and precorrections. These preventative practices increase target behaviors, decrease problem and disruptive behaviors, and increase academic engagement, especially those students with EBD (Keller-Bell & Short, 2019).
Prompting
Prompting
Prompts are used to increase the likelihood of a student engaging in a desired behavior, before the behavior occurs.
Ways to provide prompts:
Briefly review expectations before starting the day's activities or transitioning to a new activity to increase the likelihood of an appropriate behavior.
Review classroom expectations and the routines at the beginning of each day.
Use differentiated strategies for students: verbal prompts or non-verbal prompts (visual prompts or gestural prompts)
Have visuals posted in the classroom when reviewing expectations.
Provide the prompts to the whole class before starting an activity or making a transition to decrease disruptive behavior.
How to Provide Verbal Explicit Prompts
How to Provide Verbal Explicit Prompts
Verbal prompts are any verbal statement to increase a desired. They are most effective when they are specific and explicit about the desired behavior. A verbal prompt is a reminder about what the student should do while they are in a certain situation or routine (routines, independent work, partner work, etc).
Examples of prompting:
When I call your name, please walk quietly and safely to my desk to grab your work for science and head back to your seat. (Prior to a transition)
When we are working with a partner, we are listening to our partners speak, responding respectfully, and staying engaged with our work. (Prior to partner work)
While we are walking in the hallway we are having a calm body and our voices are off because others are working. (Prior to hallway transition)
How to Provide Visual Prompts
How to Provide Visual Prompts
A visual prompt includes any visual aid to increase the likelihood that a student will engage in a desired behavior. Some examples of visual prompts include posters, picture sequences, and sample problems in a worksheet teach the correct response (Simonsen & Myers, 2014) . These can be created for a whole class or more individualized for a specific person.
Examples of visual prompts:
A visual to assist with following classroom expectations.
A visual to help assist with following a written schedule to show what is coming next.
How to Provide Gestural Prompts
How to Provide Gestural Prompts
A gestural prompt is any motion or gesture used to increase the likelihood of a learner responding appropriately. You can also create signs that function as a model for an expected behavior.
Examples include:
Two fingers held up = quiet sign.
Pointing
Nodding
Motioning
Other hand signs that have a function (palm up in air= stop)
"Quiet Coyote" hand signal. Functions as a gesture for students to be quiet.
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