Monitoring and Tracking
Data collection in universal support typically involves direct observation, which involves observing students across all school settings to determine the nature and extent of problem behavior. Indirect observations including interviewing parents, staff, and/or teachers are also a source of information. Major emphasis is given to tracking data on office discipline referrals, in-school suspensions, expulsions, detentions, and other forms of consequence that are typically used in responding to problem behavior. Other areas to consider are attendance, grades, and standardized test scores which are monitored, as universal support may have direct and indirect influence on these outcomes. School-wide PBIS is data driven. It is the means of monitoring progress in individual students and student body to determine if the direction the school is moving in is positive or negative. Based on the data, school staff develops hypotheses related to antecedents and behaviors or skill deficits. This in turn forms the basis for developing universal support for school-wide implementation.
Through data collection we can measure changes in behavior plus improvements in a student’s quality of life to determine if interventions are working for a particular student or school. Tier II and Tier III interventions are continuously monitored with periodic reviews should be conducted to evaluate progress and make necessary adjustments to the student’s program. A student in Tier II who meets his or her goals will transition back to the universal interventions of Tier I, but if he or she does not meet their goals for increasing social skill competence with Tier II interventions, the student is referred for Tier III interventions. If a student has reached Tier III, ongoing planning meetings will be necessary until substantial and durable behavior change has been achieved by student.
The science of human behavior has taught us that students are not “born with bad behavior,” and that they do not learn better ways of behaving when presented aversive consequences for their problem behaviors (Alberto & Troutman, 2001). In addition, successfully addressing problem behavior requires an increased emphasis on proactive approaches such as directly teaching a functionally equivalent replacement behavior which is more socially acceptable, regularly proactive in the natural environment and followed by frequent positive reinforcement.
School-wide PBIS is a system that needs to be intertwined into the essences of the school in order to affect sustainability. This support is for all students in all educational settings. It addresses the individual student who requires intensive individualized support as well as the majority of students who engage in little or no problem behavior who may benefit from a prevention focus. School-wide PBIS is predictable, consistent, and promotes positive school culture which emphasizes the efforts to educate all students both academically and behaviorally. When utilizing research-based school-wide, classroom, and individualized interventions, a positive school culture is built.
Additional Resources:
Behavior Charts Forms Behavior Report Card Maker
Through data collection we can measure changes in behavior plus improvements in a student’s quality of life to determine if interventions are working for a particular student or school. Tier II and Tier III interventions are continuously monitored with periodic reviews should be conducted to evaluate progress and make necessary adjustments to the student’s program. A student in Tier II who meets his or her goals will transition back to the universal interventions of Tier I, but if he or she does not meet their goals for increasing social skill competence with Tier II interventions, the student is referred for Tier III interventions. If a student has reached Tier III, ongoing planning meetings will be necessary until substantial and durable behavior change has been achieved by student.
The science of human behavior has taught us that students are not “born with bad behavior,” and that they do not learn better ways of behaving when presented aversive consequences for their problem behaviors (Alberto & Troutman, 2001). In addition, successfully addressing problem behavior requires an increased emphasis on proactive approaches such as directly teaching a functionally equivalent replacement behavior which is more socially acceptable, regularly proactive in the natural environment and followed by frequent positive reinforcement.
School-wide PBIS is a system that needs to be intertwined into the essences of the school in order to affect sustainability. This support is for all students in all educational settings. It addresses the individual student who requires intensive individualized support as well as the majority of students who engage in little or no problem behavior who may benefit from a prevention focus. School-wide PBIS is predictable, consistent, and promotes positive school culture which emphasizes the efforts to educate all students both academically and behaviorally. When utilizing research-based school-wide, classroom, and individualized interventions, a positive school culture is built.
Additional Resources:
Behavior Charts Forms Behavior Report Card Maker