Understanding Positive Behavior SupportClosing the Gap ConferenceNovember 12, 2009Pamela A. Clark, MSW

Objectives• Present information about the

focus, goal and benefits of Positive Behavior Support (PBS)

• Provide an overview of training, planning, and implementation timeline for PBS

• Discuss where/how PBS fits with other BCSC initiatives

Focus of PBS• Creates an environment in which

positive behavior “works better” than problem behavior

• Uses a data-based problem-solving approach (ODR)

• Emphasizes the prevention of problem behavior by teaching and reinforcing desired behavior

• Focuses on behavior of adults

Goal of PBSBartholomew ConsolidatedSchool Corporation, inpartnership with local mentalhealth and juvenile justiceauthorities, will develop acomprehensive, integrated, andsystemic approach to children’smental health in BartholomewCounty.

Benefits of PBS• Improved communication among

community partners • Increased likelihood that students with

mental health and behavior problems can stay in school and succeed as a result of less disruptive and more supportive school climates

• Teachers have more time to focus on the academic strengths and needs of students because behavior problems no longer divert their attention

Benefits of PBS (cont’d)• Mental health staff feel they

develop a better understanding of a student’s behavioral motivations and psychosocial needs when they are co-located in the school and can observe the student in school

Training on PBS• Training, technical assistance, and

consultation provided for school personnel and mental health and juvenile justice professionals participating in the program– Indiana University, Indiana Institute

on Disability and Community, Center on Education and Life Long Learning

– Director of Alternative Education, Warsaw Community Schools

• Information and education about the program provided to families

Planning for PBS • Building-based teams (17)

– Each consists of an administrator, general education (core or grade level) and special education teachers, student if appropriate, non-core teacher, coach

• PBS Coaches– 4 Mental Health– 2 Probation– 1 Youth Services Center (detention)– 1 Private Mental Health– 1 Independent Consultant– 1 Public School

Planning for PBS (cont’d)• Establish 3-5 broad school-wide positive

behavior expectations (e.g. Respect, Responsibility, Safety)

• Review school-based data to identify where & what problem behaviors are occurring (ODR data)

• Develop specific positive behavior expectations for each location

• Teach positive behavior that is expected• Establish adult expectations• Reward positive behavior as it occurs (4:1)• Re-teach as needed

Implementation Timeline• May 2008 - Select School-based Teams • May 2008 - Community Advisory Board

Orientation/Training• June 2008 - Confirm data systems are in

place • August 2008 – August 2009 - PBS training

(5 days) for all school teams• August 2008 - Coaches (Mental health,

Juvenile Justice and School staff) training (2 days)

• October, 2008 – August, 2009 - 4 additional days Coaches training

Implementation Timeline• September, 2008 – June, 2009 - Ongoing

School Team planning (1x mo)• June, 2008 – September, 2009 Community

Team meetings (1x mo) • September, 2008- June 2009 - Coaches

facilitation and support (1x mo)• June, 2009 - Training data collected• September, 2009 - Schools implement

PBS plans • September, 2009 - Baseline

implementation data collected• October, 2009 - Final Report written

Universal Design for Learning-Personalized learning outcomes-Multiple means of representation-Multiple means of engagement-Multiple means of expression

CORE PROCESSESAcademic Curriculum & InstructionBehavior Curriculum & Instruction

PROBLEM SOLVINGInstructional Consultation Teams

Teacher Assistance TeamsRESOURCES

Teacher CapacityBuilding