http://www.pbis.org/common/pbisresources/publications/PracticalFBA_TrainingManual.pdf
PBIS
This program uses positive interactions, as focus for addressing student behavior. The article states, “FBA has been established as a systematic, evidence-based process for assessing
the relationship between a behavior and the context in which that behavior occurs.” It addresses expected behaviors on a school-wide basis. The program stresses consistency across the school building. There are rubrics for behavior expectations. Observations of behavior are completed. All teachers should have the same set of basic class rules that are modeled, practiced and reinforced. PBS determines three levels of necessary interventions for students, depending on the occurrences of problem behaviors. Primary interventions, statement of expectation and explanation of deviance worked great for most students. The tertiary interventions are for, as we discussed them on PBIS meetings at my school, repeat offenders. This is about 5% of the school population, according to the literature and our school's collected data.
The program uses a levels system of behavior monitoring. Students begin on level 0 and as infractions occur, students increase levels. Infractions are based on severity of offense. Students discuss the problem behaviors and over time their levels may decreases. Levels are reduced as time passes without further infractions. Our assistant principle would make deals with students, they always agree on terms. The school planned level 0 activities several times throughout the year, as an incentive to maintain level 0. All sporting events were a level 2 event. With too many infractions students could be excluded from other extracurricular activities.
PBIS
This program uses positive interactions, as focus for addressing student behavior. The article states, “FBA has been established as a systematic, evidence-based process for assessing
the relationship between a behavior and the context in which that behavior occurs.” It addresses expected behaviors on a school-wide basis. The program stresses consistency across the school building. There are rubrics for behavior expectations. Observations of behavior are completed. All teachers should have the same set of basic class rules that are modeled, practiced and reinforced. PBS determines three levels of necessary interventions for students, depending on the occurrences of problem behaviors. Primary interventions, statement of expectation and explanation of deviance worked great for most students. The tertiary interventions are for, as we discussed them on PBIS meetings at my school, repeat offenders. This is about 5% of the school population, according to the literature and our school's collected data.
The program uses a levels system of behavior monitoring. Students begin on level 0 and as infractions occur, students increase levels. Infractions are based on severity of offense. Students discuss the problem behaviors and over time their levels may decreases. Levels are reduced as time passes without further infractions. Our assistant principle would make deals with students, they always agree on terms. The school planned level 0 activities several times throughout the year, as an incentive to maintain level 0. All sporting events were a level 2 event. With too many infractions students could be excluded from other extracurricular activities.
Often students would try to earn Cat Cash, as a way to buy down their levels. Students can earn Cat Cash by demonstrating expectations or sometimes they would even offer to do things for Cat Cash. I did not like this bribe-like scenario. I would not give Cat Cash away freely, but I did pass out quite a few. I liked to use positive reinforcement for specific things at different times: following procedures, bringing materials, completed homework done, helping others, and following dress code. Some of these things we easily remedied with Cat Cash. Students could buy neat things with their Cat Cash: VIP lunch - severed first, sit on stage in Multipurpose room, listen to music with group of friends. Entrance to dances and sporting events. Students could also use the fake money to get extra new ID’s or school supplies. Overall I like the system, but I do not let my students buy extra credit with Cat Cash.
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