PBIS Positive Behavioral Intervention Services
| I CAN | All Settings | Hallways | Bus | Classroom | Cafeteria | Bathroom |
|---|---|---|---|---|---|---|
| C Communicate |
Keep my hands to myself Use kind words Ask for help if I need it Express my needs and wants Socialize and develop peer relationships Utilize my preferred method of communication (PMC) |
Keep all body parts to myself Speak quietly Greet others when appropriate and be friendly Utilize my preferred method of communication (PMC) |
Follow instructions Keep my hands to myself Use a quiet voice Listen to staff Utilize my preferred method of communication (PMC) |
Raise my hand Use active listening Use encouraging words Use my inside voice Utilize my preferred method of communication (PMC) |
Talk quietly Use kind words Follow instructions Choose a meal Utilize my preferred method of communication (PMC) |
Express my toileting needs Ask for help if I need it Utilize my preferred method of communication (PMC) |
| A Achieve My Goals |
Be prepared and on task Be responsible Always do my best Encourage others to do their best |
Arrive where I need to be on time Stand and walk in line Hold the door for the person behind me Respect personal space |
Stay seated Use my seat belt Make sure I have my belongings when I get off the bus |
Follow directions Complete my work Stay on task Give my best effort Be ready to learn |
Follow directions Eat healthy foods Use good table manners Clean up eating area |
Wait my turn Flush the toilet Wash and dry my hands Put my garbage in the trash can Get back to class as quickly as possible |
| N Never Give Up |
Have a positive mindset and attitude Respect my environment. For example: Pick up trash, recycle, keep the school free of graffiti Strive for my academic goals |
Transition appropriately in the hallway. |
Report problems to a staff member, bus driver or matron Maintain safety: buckle up, stay in my seat, use my inside voice Keep gum, food and drinks off the bus Use electronics appropriately |
Be attentive Make good eye contact Respond to questions Be optimistic and ambitious |
Keep table and cafeteria and table clean Be aware of my personal nutritional goals Wait my turn in line |
Leave the space better than I found it |
PBIS School To Home (Parent & Student) Matrix
| I CAN | All Settings | Bathrooms | Kitchen | Chores | Restaurant | Family, vacation, movies, events, holiday gathering parties |
|---|---|---|---|---|---|---|
| C Communicate |
Keep my hands to myself. Use kind words. Ask for help went needed. Express my needs and wants. Socialize and develop positive peer relationships. Utilize my preferred method of communication (PMC). |
Express my toileting needs. Ask for help if I need it. Utilize my preferred method of communication (PMC). |
Choose a healthy snack, drink or meal. Utilize my preferred method of communication (PMC).
|
Be willing to help with chores (Age appropriate). Ask for help with chores when needed. Utilize my preferred method of communication (PMC).
|
Choose a healthy snack, drink or meal. Utilize my preferred method of communication (PMC). Communicate with waitress when ordering. |
Prepare for activities: i.e. location, type of event, etc. Dress appropriate for events. Utilize my preferred method of communication (PMC). |
| A Achieve My Goals |
Be prepared Be responsible. Always do my best. Encourage other to do their best. |
Wait my turn. Flush the toilet. Wash and dry my hands. Put my garbage in the trash. Return to previous task/ activity /location. |
Follow directions. |
Follow directions. Help with cleaning your room or space. Chores i.e-laundry, vacuuming, dusting, dishes, garbage, etc. |
Follow directions. Eat healthy foods. Use good table manners. Engage in conversations. |
Follow directions. Learn to adapt to the activity and/ or event. Appropriate behavior. Adapt to surrounding environment. |
| N Never Give Up |
Have a positive mindset and attitude. Respect my environment. For example: Pick up trash, recycle, keep the home clean. Respect of family members space and property. |
Leave the space better than I found for next person to use. |
Clean after yourself. Wash your cup or plate and/or utensils. Wipe down counter tops. Use the trash and recycle. |
Utilize tools to enable you to help with chores; i.e. duster, broom, vacuum cleaner. Use of dish washing liquid or detergents, etc. |
Choose a meal from the menu. Choose a drink to go with your meal. |
Willing to attend IEP meetings and Parent Teacher Conferences. Participate and engage in activities. |
Positive Behavioral Interventions and Supports
Family Partnership FAQs
Frequently Asked Questions:
How are families involved in positive behavior support?
Historically, family involvement has been seen as a key feature when developing tertiary (individual) positive behavior support plans for students with comprehensive needs. As the practice of Positive Behavior Support has evolved from an individually-based approach to a more school-wide emphasis, family involvement within all aspects of Primary, Secondary, and Tertiary Prevention has expanded. Family members participate in planning teams, learn how to teach their children the importance of school-wide expectations at home and in the community, and volunteer to participate in related school activities including school celebrations, public relations, and the search for donations and free resources in the community.
What are key characteristics of schools with high family involvement in school-wide PBIS?
States, schools, and districts that have high levels of family involvement in the school-wide PBIS process have made action plans for including families and communities in all aspects of the collaborative process. One of the most consistent predictors of parent involvement in school is the degree to which the school practices encourage and guides parent involvement. For instance, one school included a list of volunteer activities that parents sign up for each year. An activity at this school involved writing form letters to request free samples and resources from sports teams, celebrities, and other business so that these items could be used to reinforce students for positive social behavior throughout the school year. Parents with the highest volunteer hours are presented with recognition awards at school celebrations where school-wide PBIS efforts are the major focus of the festivities. School practices that inform and involve parents are stronger determinants of parent involvement in education than parent education, family size, marital status or student grade level. Family events are scheduled to introduce the school-wide expectations, show progress on school-wide outcomes, and provide families with access to information about community resources. The resource box items helps schools and families work together to incorporate positive behavioral supports into the IEP
How are families involved in individual PBIS planning?
Many families of students with disabilities have participated in individual positive behavior support planning. Parents’ participation as committee members and educational decision-makers in creating individualized education programs (IEPs) was established in 1975 by the Education for All Handicapped Children Act, now known as Individuals with Disabilities Education Act (IDEA). The IEPs of children with behavioral disabilities must include behavior goals, objectives, and intervention plans. Families of students without disabilities are now participating in individual PBIS planning as well. In some schools, family members are asked to serve on the school planning team to provide input and assist in evaluating systems for supporting individual students. In the following resource box below, the article entitled "Getting Behavior in Shape at Home" assists parents in employing PBIS into daily routines. "Getting Behavior in Shape at Home" is also available in Spanish.
