1. Be A Behavior Einstein: The Science of PBS in the Classroom By Kate Ahern, M.S.Ed.

5. Without magic we turn to science.

7. Three Levels of Support Image from www.pbis.org

8. PBS Breakdown Positive Behavior Supports Primary Positive Behavior Supports (Everyone) Secondary Positive Behavior Supports (At-risk) Tertiary Positive Behavior Supports (Those with Challenging Behaviors)

13. Attendance Routines

14. Helper/Job Routines

15. Schedule Routines

16. Homework Routines

18. Substitute Organization

19. Classroom Library

20. Classroom Layout

24. From http://www.pre-kpages.com /images/classrules.jpg

25. From: http://www.flickr.com/photos/lindah/299000651/

26. From http://www.msu.edu/~sweene31/files/pages/classroommanagement.html

27. From http://www.education.uiowa.edu/CR842/teacher/artifacts/6b_rules.html

28. R espect O thers S elf E nvironment

30. Which one is easier to understand?

31. How could you re-write these rules?

35. Actively Engage Learners! Noisemakers Gameshow Style Buzzers Individual Response Boards and Cards Gestures

37. The Bottom of the Triangle All Kids!

39. Group Contingencies

41. Classroom Contingencies

42. Marble Jar Procedure Take two (preferably non-breakable) jars and one bag of marbles (or some other small object) Every time the class meets a contingency (i.e. ready for lunch in 1 minute or quiet when the bell rings) move a marble or two from the full jar to the empty jar. When all of the marbles are moved the class gets a prize (i.e. drop everything and read, a fieldtrip, no spelling sentences, a nature walk)

44. From http://ssd.ddmg.net Other Classroom Contingency Ideas

45. From http://evalenza.edublogs.org/

46. From http://asimov.coehs.uwosh.edu/~grunlohs/tricks.html

47. School Wide Contingencies!

50. Be Careful of Response Cost! Red/Yellow/Green Card Systems are Response Cost Response Cost is the loss of a privilege because of an action or behavior. RC is very popular right now, but most teacher don’t know they are using it. Landing on the lowest level can be seen as permission to increase negative behavior. Also, studies have shown that the response cost systems generally lose power over time.

51. But why show we catch them doing good? Shouldn’t they just be good with out rewards? Ask me the difference between bribes and rewards .

54. http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html

58. Secondary Support Middle Tier

63. Tertiary Support The top of the Triangle!

65. How would you define this?

70. ERASE Explain Please define the problem behavior. Reason What is the probable reason for this behavior? Appropriate What should the child do instead? Support What can I do to make the appropriate behavior happen more? Evaluate How will you know if you are meeting your goal?

88. There is a proverb which says, “If you’ve told a child 1000 times to do something and they don’t do it…it isn’t the child that is a slow learner.”