Tag Archive for 'pbis'

Homegrown PBIS videos

My colleague Michael Kennedy promotes the creation of what he calls “homegrown videos” for helping explain appropriate behavior to students. They’re a fun way to get across the concepts associated with positive behavioral interventions and supports (PBIS). As Professor Kennedy explains in the caption, this is one of a series; they all use the PBIS language and concepts, but have student-view humor.

Bus Expectations: John Glenn HS from Michael Kennedy on Vimeo.

This video on appropriate behavior on the bus is one video in a series by Jacob Toarmina and his classmates from John Glenn High School in Michigan. This video was submitted by Deanna Strong, also from JGHS.

The others in this series are about classroom expectations, arrival and departure, cafeteria expectations, and hallway expectations. There are series of videos from other schools, as well. As one might suspect, they focus on the usual issues in schools (see situations just listed) and they have the usual themes for PBIS (e.g., respect, responsibility…).

There is even an Annual PBIS Film Festival at the national PBIS convention; schools submit videos they’ve created and people vote on which ones are the best examples in various categories (e.g., funniest, best music, best teaching of expectations, and so forth).

If you want to learn more, visit Professor Kennedy’s PBIS videos site, his Vimeo site where I snagged the movie here, or the section of Vimeo that is dedicated to PBIS videos. Of course, one can jump to the PBIS.org site (it’s over there is the sidebar, available any time).

GBG implementation grant

Here’s a winning story from a little while back. Under the headline “FdL School District receives $500,000 grant,” the Oskkosh (WI, US) Northwestern reported that a local education agency will be using grant funds to implement the venerable Good Behavior Game (GBG) in its classrooms. The leadership of Fond du Lac School District has already adopted a positive behavior support system, and the GBG will fit right into it well. Notably, the Fond du Lac schools folks adopted the GBG before it recently received renewed recognition from the US Top Tier Evidence organization.

The Fond du Lac School District recently was awarded the Prevention Practices in Schools Grant.

The award is for $100,000 a year for five years.

The Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, awarded the grant to allow the district to implement evidence-based prevention practices in schools, according to a school district press release.

The purpose of the program is to prevent aggressive and disruptive behavior among young children in the short term, and prevent antisocial behavior and the use of illicit drugs in the longer term.

The district will be implementing a program called the Good Behavior Game, which is a behavioral classroom management strategy that involves helping children learn how to work together.

Read the full article, “FdL School District receives $500,000 grant.” Learn more about Fond du Lac School District. Check out coverage on Teach Effectively about Top Tier Evidence recognition of the GBG.

Mandeville High teaches good behavior

According to Kenneth Mathews of nola.com, Mandeville High School and other schools in the St. Tammany Parish local education agency in Louisiana (US) are using positive behavior intervention and support (PBIS) procedures to teach students appropriate school behaviors. In an article under the headline “Positive Behavior takes hold at Mandeville, other schools,” that appeard 19 November 2010, Mr. Mathews described multiple situations that might seem out of the ordinary but that were actually examples of students benefitting from their own successes as a part of the PBIS programs employed in their schools.

On any given day at Mandeville High School, a ninth-grader might be seen walking confidently to the front of the senior lunch line, cutting in front of the upperclassmen and receiving his lunch first without the slightest complaint from the seniors. The next day, that same ninth-grader might be given a free lunch and the grace to make up a missed homework assignment.

Continue reading ‘Mandeville High teaches good behavior’

Why not only positives?

Teacher A: Wouldn’t it be wonderful if we didn’t have to use any aversive procedures. Punishment is such a drag.

Teacher B: Yes! I agree. Positive reinforcement is sooo powerful—shaping, schedules, maintenance, and all that. You can do just about everything with it.

Teacher A: Really. I mean, we should make our classes totally positive this year. No negatives. None!

As strongly as I advocate the use of positive strategies in classroom management (“Catch ’em being good!”), I have to acknowlege that there are at least three reasons it is impossible to create behavior management systems that exclusively employ positive reinforcement. Here’s why reasonable folks should resist the superficial appeal of the all-positive or positives-only Chimera.

Continue reading ‘Why not only positives?’

Deterring bullying

Over on Slate, Alan Kazdin and Carlo Rotella tell parents what it takes to deter bullying. Under the headline “Bullies: They can be stopped, but it takes a village,” Professors Kazdin and Rotella explain what not to do and what works. They draw on real research about the issue, not just people’s reports and impressions.

Let’s say you find out that your child is being bullied by a schoolmate. Naturally, you want to do something right now to make it stop. Depending on your temperament and experience, one or more of four widely attempted common-sense solutions will occur to you: telling your child to stand up to the bully, telling your child to try to ignore and avoid the bully, taking matters into your own hands by calling the bully’s parents or confronting the bully yourself, or asking your child’s teacher to put a stop to it.

These responses share three features:

1) They all express genuine caring, concern, and good intentions.

2) You will feel better for taking action.

3) They are likely to be ineffective.

So what should a parent do? Well, my recommendation is easy: Read the article for guidance.

And, teachers, you should read this article, too. Then consult the resources listed here:

More NPR seclusion-restraint

Hooray for US National Public Radio! In a follow-up to the segment of Talk of the Nation that aired yesterday, there are notes about “Discipline Success Stories.” According to the page, “NPR Producer Susannah George asked some additional educators and counselors to tell her a story about a child who acted out, and what they did to diffuse the situation.” The results include comments by George Sugai (PBIS) and Bev Johns (personal experience).

Link to the coverage.

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