MAKING PBS WORK IN
YOUR CLASSROOM
SMITH & GRIMM
AUGUST 1, 2014
PBS: WHAT IS IT?
• PBS= Positive Behavior Support
• What is the reason for the behavior.
• Social Skills = Common Language
• Teaching new skills student is lacking
to replace the unwanted behavior.
• “Positive Behavior Support (PBS) is an approach for changing a child's
behavior that is based on humanistic values and research. It offers an
approach for developing an understanding of why the child has
challenging behavior and teaching the child new skills to replace
challenging behavior.”
I. IN THEORY: MOVING PAST THE
FEAR/DISBELIEF
• We were not “believers” at first either
• Don’t be afraid to start using it
(like Nike says, “Just Do It”)
• Where are you right now in your usage of PBS?
How do you use it and how often?
I. IN THEORY: MOVING PAST THE
FEAR/DISBELIEF
• Trust us, you will sound like a
robot at first
• Saying it often will help
• Make it into your own thing
I. IN THEORY: PBS AS A SECOND
LANGUAGE
• You already say it anyway! It’s Just common phrases.
• Johnny, do your work! =
• Susie, don’t talk back to me! =
I. IN THEORY: PBS AS A SECOND
LANGUAGE
• PBS is a universal language with common steps that
everyone recognizes
I. IN THEORY: PBS AS A SECOND
LANGUAGE
• You can still say your own phrases and be unique:
PBS just allows for a common language.
• Once it’s used regularly the students will “get
it”.(Mostly. There are always those loveable little exceptions that need a little
extra special attention)
I. IN THEORY: PBS AS A MANAGEMENT
SYSTEM
• Savior/Villain complex
• Only use it as part of your management system
• It cannot be the only system you use
• Classroom procedures
• Consequences
• Positive reinforcement
I. IN THEORY: PBS AS A MANAGEMENT
SYSTEM
• Using PBS will help if it is part of your management
system. It will not work if you think it is the ONLY thing
you have to do.
I. IN THEORY: PBS AS A MANAGEMENT
SYSTEM
• You must have your own consequences aside from
low levels/high level referrals.
• Detention = Social skill re-teaching time
• Calling home
• Recognizing Positive Behavior more often instead of only
the bad behavior
II. IN PRACTICE: MAKING PBS VISIBLE
• Say the language
• Post the steps in your class
• Show the skills students will be using that day and
remind them of those steps.
II. IN PRACTICE: MAKING IT A ROUTINE
• Recognize positive behavior instead of negative
• Example: Thank you row A. EVERYONE in row A is staying on
task! (Then stare awkwardly at those who are not on task)
• Try to use the language all the time
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Coming into the classroom
Outside the classroom
Starting your lesson
During your lesson
Transitions
Ending class
II. IN PRACTICE: MAKING IT AN
INTERVENTION
• It can’t be the ONLY Intervention you have
• For most students you can make it an intervention in
class with those little reminders
• For some students you must use outside class time to
convince them to change
III. WHERE TO BEGIN: PBS AND MY
TEAM
• Get your whole team on board
• Strength in unity
• The kids will realize that this is how the team works
and will fight it less if it is all of you
III. WHERE TO BEGIN: PBS AND MY
TEAM
III. WHERE TO BEGIN: PBS AND MY
TEAM
• Team Social Skill
Intervention
• Common for the
entire team
• New Students: How
to get them caught
up
III. WHERE TO BEGIN: PBS IN MY MIND
• What are some concerns you have about using the
PBS language?
III. WHERE TO BEGIN: PBS IN MY CLASS
• What are some examples of how you can make it
your own and start using it more often in your
classroom?
• How can you include PBS skills into your lesson you
have for today?
TIPS AND TRICKS TO REMEMBER
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It must be used daily to avoid sounding like a robot
You can still say your own phrases to the kids too
Everyone must use it as a team to be effective
Must have other procedures in place as well
PBS is the culture: Everyone must follow it. Removes
you from the role as the “bad cop”.