S E A R C H   
 
Positive Behavioral Interventions and Supports Tutorial
 

Phase II: Implementing:


Responding to Behavioral Violations

Responses to behavioral violations are consistent across the school:

  • Define and directly teach rule violations
    • In observable terms
    • With examples
    • Along a continuum of increasing severity
  • Develop clear distinctions between problem behaviors that are managed by staff/classroom teacher and by office/administrative staff
  • Establish procedures for preventing and responding to repeated rule violations:
    • Pre-referral intervention or behavior support team
    • Data-decision rule for initiating positive behavior support
    • Precorrection intervention to prevent future occurrences of problem behavior
    • Formal procedures for teaching, practicing, and reinforcing positively prosocial behaviors to replace problem behavior.
    • Adult mentoring
  • Assign corrective consequences based on the purpose/motivation (function) of the problem behavior:
    • Access/get attention, activities, objects, etc.
    • Escape/avoid attention, activities, tasks, etc.
  • Understand the delineation between minor and major offenses
  • Obtain staff consensus on which behaviors are managed in the classroom and those that require an office referral

 

 

 

 


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PBIS in Maryland
Phase I: Getting Ready
Phase II: Implementing
Phase III: Sustaining
High Need Students
What is PBIS?
Acknowledgements