The best ways to invite grownups to participate on your PBIS team.

-by Timothy (Tim) Grivois, Ed.D. Note: I use “grownup” for “parents” because children have a variety of amazing adults in their lives, and all should be included in our PBIS implementation. Positive Behavior Interventions and Support functions best when grownups participate. Without grownups’ active involvement, teams can’t know if the systems, data, and practices meantContinue reading “The best ways to invite grownups to participate on your PBIS team.”

Rethinking Positive Feedback in PBIS

Positive Behavior Interventions and Support centralizes positive feedback as a critical tenet of school-wide social and emotional support. Both the data and my values as a caring professional lead me to support expanding the frequency of kind words on campus. However, we must be mindful to avoid common mindsets that might lead to adverse outcomes. Whatever your system for positive feedback, make sure that the goal is warm, supportive relationships.

Don’t just look at data. Use it.

The best part of using data in this way is that you don’t need a Professional Learning Community structure. In fact, a PLC format might get in the way of the work by making things take longer. Instead, the most important task is to measure what matters, communicate data to your team, and take action that serves students and teachers effectively.

Strategies to support work completion habits for students with ADHD.

Particularly for schools with a Positive Behavior Interventions and Support framework, framing supports from a strengths-based perspective is essential. Below are some strategies that students with ADHD (and their families) often find supportive.

Listen to youth. Improve outcomes.

In this case, the youth has committed to a shared goal of increasing organization. As school adults, we have the power to support them in achieving their goal, or to prevent them from growing by insisting on strategies we have already tried and the student rejects. Instead, I hope that our team listens to what the youth has said, and that we show up for them in the way they have asked us to.

New resource: Individual Behavior Support Plan Template

Worksheet (45 minutes, maybe 90 minutes if there’s a lot to read) or a complete Functional Behavioral Analysis (weeks). Schools can use this template as part of their Positive Behavior Interventions and Support (PBIS), Response to Intervention (RTI), or Multi-Tiered System of Support (MTSS) protocols to develop a behavioral support plan for youth.

New resource: Individual Student Drill Down Worksheet

This worksheet is modeled after Tier 1, 2, and 3 systems and practices common in schools implementing Positive Behavior Interventions and Support (PBIS). However, any school or youth-serving organization can use this template to frame issues needing support more effectively.

Support students with ADHD through play-based coaching.

Combined with in-the-moment feedback and support from families, schools can create exceptional learning environments for all students while offering students with ADHD effective and respectful support.

Classroom-possible, evidence-based supports for children with ADHD

One of the best researched and most effective interventions for ADHD is medication. However, medication is not an option for every child, and schools can’t require families to seek a diagnosis or a prescription. Since schools generally can’t control whether a family chooses medication as a treatment for ADHD, often the most effective, evidence-based supports for children with ADHD involve “classroom-possible” strategies that are good for all students, yet demonstrate the most benefit for students with ADHD.

  • Play-based skills coaching with peers
  • Recess at the beginning of the day, and ideally throughout instructional time
  • Positive reinforcement paired with clear, predictable expectations for behavior and classroom routines
  • Explicit training in organizational skills

No more triangles. No more tiers.

One of my clients is building a system for supporting students’ social, emotional, and academic achievement for the first time. Another is revising their approach to ensure that they are aware of their students’ social, emotional, and academic needs and has already created a system for supporting anything that might prevent student learning. Often, people call this “response to intervention” or “RTI.” Both are accomplishing this work with no triangles, and no tiers.