Frequently Asked Questions
(Frequently Asked Questions are from http://www.pbis.org/)

Our next newsletter will feature questions sent in by our readers. If you have a question about PBS that you would like answered, please e-mail me.

Contents:

• What are the prerequisites for setting up a schoolwide system of discipline?
• What are the components of a comprehensive school-wide system of discipline or positive behavioral interventions and supports?
• How do we know if a school-wide system of discipline or positive behavioral interventions and supports is effective?
• Can a school buy a ready-made or published school-wide discipline curriculum?
• What relationship does a school-wide system of discipline or positive behavioral interventions and support have with other school initiatives, like safe and drug-free schools, IDEA97, character education, early literacy?

What are the prerequisites for setting up a school-wide system of discipline?

An effective school-wide system of discipline or positive behavioral interventions and supports is only as good as the structures and processes that are in place to support their sustained use. When setting up a school-wide system of discipline or positive behavioral interventions and supports, the following steps should be followed:

• Establish a school-wide leadership or behavior support team to guide and direct the process. This team should be made up of an administrator, grade level representatives, support staff, and parents.
• Secure administrator agreement of active support and participation.
• Assess the status of school-wide discipline or positive behavioral interventions and supports and define short and long term goals for improving the school-wide system.
• Secure a commitment and agreement from at least 80% of the staff for active support and participation.
• Establish an implementation action plan that is based on the status of assessment, and emphasizes the adoption of research validated practices.
• Establish a data system that permits the regular and efficient monitoring and evaluation of the effectiveness of the implementation of the school-wide system of discipline.

What are the components of a comprehensive school-wide system of discipline or positive behavioral interventions and supports?

All effective school-wide systems have six major components in common (Colvin, Sugai, Kameenui, 1994): a) an agreed upon and common approach to discipline, b) a positively stated stated statement of purpose, c) a small number of positively stated expectations for all students and staff, d) procedures for teaching these expectations to students, e) a continuum of procedures for encouraging displays and maintenance of these expectations, f) a continuum of procedures for discouraging displays of rule-violating behavior, and g) procedures for monitoring and evaluation the effectiveness of the discipline system on a regular and frequent basis.

How do we know if a school-wide system of discipline or positive behavioral interventions and supports is effective?

Many schools make the mistake implementing a school-wide system of discipline or positive behavioral interventions and supports without monitoring its effectiveness on a regular and frequent basis. Regular monitoring and evaluation are needed to a) prevent ineffective practices from wasting time and resources, b) improve the efficiency and effectiveness of current procedures, c) eliminate elements of the system that are ineffective or inefficient, and d) make modifications before problem behavior patterns become too durable and unmodifiable.

Can a school buy a ready-made or published school-wide discipline curriculum?

Many published school-wide discipline programs that can be purchased have the necessary features. However, every school has its unique features (for example: students, size, staff composition, geographic location) that must be accommodated when any discipline program is selected. The best approach is to assess what is currently in place in your school, whether it is effective, and what needs to be added or improved. Once this assessment is completed, a program that best addresses the features of your school can be selected and modified accordingly.

What relationship does a school-wide system of discipline or positive behavioral interventions and support have with other school initiatives, like safe and drug-free schools, IDEA97, character education, early literacy?

School-wide systems of discipline or positive behavioral interventions and supports overlap significantly with most school initiatives. Proactive school-wide discipline systems create environments in which: a) learning and teaching are valued, and aggressive, unsafe behavior are discouraged; b) respect, responsibility, cooperation, and other highly valued character traits are taught and encouraged; c) individual differences are valued rather than criticized; d) educating students with disabilities can be supported more effectively and efficiently, and e) teaching fundamental skills like reading and math can be maximized.