PBIS is a whole school program that promotes responsibility, accountability, productivity, respect, and safety of all students while establishing a unified discipline system. It is a program that establishes a common language, common practices, and consistent positive and negative reinforcement (Supports, 2011) and requires universal language, consistency, and unification among faculty and students.
Prior research has shown that schools have adopted PBIS for the following reasons and have seen improvements in the following areas:
Outline of the program: Emphasis is placed on prevention of problem behaviors, development of pro-social skills, and the use of databased problem solving for addressing existing behavior concerns (Dunlap, Goodman, McEvoy, & Paris, 2010, p. vii). The core values, principles, and behavioral expectations are designed based upon the specific needs of each school. Three Tier Program: A. Tier I: Universal Phase B. Tier 2: Secondary Phase C. Tier 3: Tertiary Phase Components of PBIS 1. Rules (aligned to behavior expectations) 2. Rewards (to acknowledge positive student behavior) 3. Routines (to support efficient classroom and school management) 4. Relationships (to build positive working relationships in a safe environment) Classroom Curriculum: Each lesson plan has three components: 1. Introduction of the rule This includes the definition of the rule/behavior and why it is important. 2. Demonstration of the rule through modeling and role plays The demonstration of the rule supports the “I do, We do, You do” model where the teacher models the behavior, the students practice together, and then students engage in role play (using positive examples) as a class. 3. Monitor and provide feedback This includes reinforcement activities and observation of students. Monthly PBIS Team Meetings
Assessing the overall effectiveness of the program
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