PBIS Frequently Asked Questions www.pbis.org Version November 26 - PDF document

PBIS Frequently Asked Questions www.pbis.org Version November 26 2010 QUESTION BRIEF ANSWER FOR MORE … .go to 1. What does “PBIS” is short for Positive Behavioral “What is SWPBS?” Intervention and Supports. This language PBIS stand “The Evolution of comes directly from the 1997 for? Discipline Practices: reauthorization of the Individuals with Disabilities Education Act (IDEA). School-Wide Positive Behavior Supports” PBIS is used interchangeably with (Sugai & Horner, SWPBS, which is short for “School-wide 2002) Positive Behavior Supports.” “Effective Behavior PBIS is based on principles of applied Support” (Lewis & behavior analysis and the prevention Sugai, 1999) approach and values of positive behavior “Applying Positive support. Behavioral Support and Functional 2. What is PBIS? PBIS is a framework or approach for Behavioral assisting school personnel in adopting and Assessment in organizing evidence-based behavioral Schools” (Sugai et al., interventions into an integrated continuum 2000) that enhances academic and social behavior outcomes for all students. PBIS IS NOT a packaged curriculum, scripted intervention, or manualized strategy. PBIS IS a prevention-oriented way for school personnel to (a) organize evidence- based practices, (b) improve their implementation of those practices, and (c) maximize academic and social behavior outcomes for students. PBIS supports the success of ALL students.

3. What does the The primary functions of the Center on www.pbis.org PBIS are to study, organize, and OSEP Center disseminate empirically-supported on PBIS do? behavioral practices and interventions within the prevention-oriented framework of PBIS systems. The Center mainly works with school, district, and state leadership teams to improve the social culture and behavioral climate of classrooms and schools. 4. What are PBIS PBIS emphasizes the establishment of “SWPBS organizational supports or systems that Implementation “systems?” give school personnel capacity to use Blueprint and Self- effective interventions accurately and Assessment” (PBIS successfully at the school, district, and Center, 2010) state levels. “SWPBS Professional These supports include (a) team-based Development Blueprint leadership, (b) data-based decision- and Workbooks” making, (c) continuous monitoring of (PBIS Center, 2010) student behavior, (d) regular universal “SWPBS Evaluation screening, and (e) effective on-going professional development. Blueprint” (PBIS Center, 2010) “Evidence-based 5. What does Effective classroom management and preventive school discipline are essential Practices in PBIS have to Classroom for supporting teaching and learning. do with school Management: discipline and PBIS goes further by emphasizing that Considerations for classroom classroom management and preventive Research to Practice” management? school discipline must be integrated and (Simonsen et al., working together with effective academic 2008) instruction in a positive and safe school climate to maximize success for all students.

6. Where is the The Center is a great source for learning www.pbis.org and obtaining information about PBIS, in best place for particular, defining what PBIS is, what it schools to looks like, how it can be established, what access PBIS outcomes are possible, etc. However, materials and other sources (e.g., consultants, information? publishers, universities, trainers) not formally associated with the Center also provide PBIS resources to schools. 7. How does the The voices and perspectives of family and “SWPBS community members are involved directly Implementation Center include in the PBIS process through active Blueprint and Self- and involve participation on, for example, leadership Assessment” (PBIS family and teams, practice implementation, and Center, 2010) community outcome evaluations at the school, district, members? and state levels. 8. How is PBIS The logic, tenets, and principles of PBIS “Response-to- are the same as those represented in RtI Intervention and PBIS” related to (e.g., universal screening, continuous (PBIS Center, 2009) “Response-to- progress monitoring, data-based decision Intervention” making, implementation fidelity, evidence- (RtI)? based interventions). Literacy and numeracy implementation frameworks are examples of the application of RtI for academic behavior, and PBIS is an example of the application of RtI for social behavior. 9. Does the No, because of its federally directed www.pbis.org mandate, purpose, and functions, the Center on Center on PBIS identifies and PBIS endorse recommends general research-based or promote practices (e.g., active supervision, commercial reinforcement, social skills instruction, products, behavioral contracting, self-management). vendors, or Although these practices may be included businesses? within the products, curricula, etc. of other providers, the Center does not promote specific vendors or endorse commercial products.

10. How does Although PBIS has no specific restrictions ““Applying Positive on the use of consequence-based Behavioral Support PBIS respond strategies designed to reduce serious and Functional to the use of problem behavior, teaching-oriented, Behavioral punishment positive, and preventive strategies are Assessment in (e.g., emphasized for all students, to the greatest Schools” (Sugai et al., detention, extent possible. The emphasis is on the 2000) timeout, use of the most effective and most positive verbal approach to addressing even the most reprimands), severe problem behaviors. especially for students with Most students will succeed when a positive school culture is promoted, informative serious corrective feedback is provided, academic problem success is maximized, and use of behavior? prosocial skills is acknowledged. When student problem behavior is unresponsive to preventive school-wide and classroom-wide procedures, information about the student’s behavior is used to (a) understand why the problem behavior is occurring (function); (b) strengthen more acceptable alternative behaviors (social skills); (c) remove antecedents and consequences that trigger and maintain problem behavior, respectively; and (d) add antecedents and consequences that trigger and maintain acceptable alternative behaviors.

¡ 11. How does a An extensive PBIS network exists in www.pbis.org school get connection with the National Center on training in “SWPBS PBIS. Information about local and state PBIS? PBIS Coordinators and PBIS Center Implementation Blueprint and Self- Partners can be found by going to “PBIS Assessment” (PBIS Network” at “Links” on the homepage of www.pbis.org. Center, 2010) “SWPBS Professional Regardless of information or training source, general guidelines for the selection Development Blueprint and Workbooks” of a PBIS trainer and professional (PBIS Center, 2010) development training are summarized in the “SWPBS Professional Development “SWPBS Evaluation Blueprint.” Blueprint” (PBIS Center, 2010) To ensure a successful training experience, schools, districts, and states “Evidence-based are encouraged to (a) use an existing or Practices in establish a new behavior leadership team, Classroom (b) examine their school data to define and Management: specify the need, (c) secure an agreement Considerations for from school staff (>80%) to move forward Research to Practice” with PBIS, (d) confirm support and (Simonsen et al., participation by school and district 2008) leadership, and (e) identify a person on the team who will facilitate or coach the implementation process.