Recordings from the BeIN online conference
On October 26th, we presented the principles of Positive Behavior Interventions & Supports (PBIS) at the online conference of the project Barriers in Inclusion and their overcoming. This link (https://bein.ped.muni.cz/on-line-konference) contains all recordings from the online conference, in addition to PBIS, you will also find contributions concerning Applied Behavioral Analysis (ABA) and the concept of Feuersteun’s instrumental enrichment (FIE) in the block 2.
In the 25-minute video on PBIS, we present the individual levels of support for pupils’ behavior. These include preventive school-wide support for all students, targeted support for groups of students with manifestations of inappropriate behavior and individual support for students with intense behavioral manifestations and / or complex needs. At the end of the video, we also answer questions from participants.
The presentation we created for the BeIN conference can be found here.
We¬†have¬†presented the beginnings of the implementation of the Positive¬†Behavior Interventions &¬†Supports¬†(PBIS)¬†in the Czech Republic at the 1st PBS-Europe International Conference¬†workshop, which took place on 11-13 November.¬†
The recording and presentation¬†are¬†available at¬†this link¬†under the title “2.1 Implementation of PBIS in Lithuania and the Czech Republic: from theory to practice”.¬†
Contributions from other experts are also available, which will allow you to, among other things:¬†
- Obtain information on the possibilities of implementing PBIS across various educational institutions (from kindergartens to universities)¬†
- Discover¬†research-based strategies supporting¬†behavior¬†
- Get insight into the latest¬†international¬†PBIS research¬†
- Find out how to prevent possible barriers in the implementation of PBIS in educational institutions¬†
We¬†would like to¬†thank the Positive Behavior Support Europe Network for the invitation to participate in the conference, and the¬†V√Ĺboru dobr√© vŇĮle ‚Äď Nadace Olgy Havlov√©,¬†Active¬†Citizens¬†Fund¬†ńĆR and¬†Skatusk√Ĺ¬†institut¬†for support in the implementation of the project Schools¬†Helping¬†Vulnerable Children.¬†
We have prepared a detailed article on the Positive¬†Behavioral Interventions and¬†Supports¬†(PBIS) system,¬†for a professional magazine for employees of school counseling centers. ńĆOSIV is currently piloting PBIS in three Czech schools.¬†
In this article, we describe in detail the first of three tiers¬†of interventions used in the PBIS system:¬†
Tier¬†1 (main content of the article) – preventive¬†support¬†with a set of recommended procedures and steps for¬†all pupils and employees in¬†the school¬†
¬†Tier¬†2 – more intensive support in small groups and shorter time intervals,¬†aimed on¬†10¬†‚Äď¬†20%¬†of students¬†
¬†Tier¬†3 – individualized intensive intervention for pupils with severe behavioral problems,¬†aimed on¬†1¬†‚Äď¬†5% students¬†
¬†In the article¬†are described also¬†other measures that are used in¬†PBIS. For example, how to organize the classroom environment, what routines to implement in schools, and how to define expected school behavior for students.¬†
You can read the whole article here.
Since this summer, we have been piloting the implementation of the PBIS framework at three Czech primary schools, in Most-Ch√°nov, Velvary and Zeleneńć. PBIS originated in the 80’s in the USA and is now used in dozens of other countries around the world. Thanks to the Schools Helping Vulnerable Children project, we bring an evidence-based approach towards children with challenging behavior, that is based on a clear formulation and setting of positive expectations throughout the school.
“We tell all the children what we want them to do. The adopted unified rules relate to safety, responsibility and mutual respect, in all areas of the school, ” Anna Precl√≠kov√°, a seventh grade class teacher at the Zeleneńć primary school, describes for Den√≠k the beginnings of work with this framework. Since summer, her school has had established a four-member PBIS team consisting of teachers, administrators and an educational counselor or special education teacher. They are supporting colleagues in the day-to-day implementation of PBIS and preparing further steps in implementation, after the initial training of the entire faculty done by ńĆOSIV. A key part of the PBIS is shifting attention to expected behaviors and reinforcing appropriate behaviors.
The whole article is available here.
More about the PBIS system and the pilot implementation is on the website www.pbiscr.cz
The project is being supported by the Committee of Good Will ‚Äď the Olga Havel Foundation from the Active Citizens Fund. The programme promotes citizens‚Äô active participation in the public life and decision making and empowerment of vulnerable groups. The Active Citizens Fund is financed from EEA and Norway Grants.
With the beginning of the new school year come further changes and uncertainty for teachers and students as to whether and when we should expect next waves of distance education. The situation is challenging for teachers, parents and, of course, students. We value schools all the more that they try to tackle the situation in such a way as to help children adapt to the school environment as much as possible after a long separation from friends and teachers and a long period of home education, which unfortunately often did not take place in ideal conditions.
We are pleased to have been able to support three schools involved in the project Schools Helping Vulnerable Children in the preparatory week. We have carried out a two-day training for the schools‚Äô faculty focused on the introduction of the PBIS (Positive Behavior Interventions and Supports) framework. Schools will be implementing PBIS with ńĆOSIV‚Äôs support for over the next three years. The three-tiered behavioral support (PBIS) framework enables schools to respond to students‚Äô current behavioral and well-being needs, thus creating an environment that enables students to reach their maximum educational potential.
In the first year of implementation, schools will focus primarily on unifying behavioral expectations and routine procedures. This will strengthen the predictability and structure of the learning environment and increase students‚Äô sense of security. When students feel safe at school and the environment is easy to understand for them, they can concentrate on learning better. School-wide expectations are formulated positively, thus creating a school culture of competence. As part of the feedback on students‚Äô behavior, teachers strive to draw attention primarily to students who respect the agreed expectations, and thus the expected behavior is further strengthened.
During the two-day training, the lecturers supported the faculty of each of the participating schools in creating school-wide expectations, specific examples of expected behavior and procedures for teaching students the expected behavior in the adaptation period. Schools also reflected on the current course of distance education and the effects of quarantine on children’s mental health. Due to the COVID-19 pandemic, an important topic of the training was also the support of children’s mental health, relaxation techniques and ways of recognition and appropriate responses to a possible adverse experience of students.
We wish all children, students, teachers and parents the most pleasant start to the new school year. After such a difficult conclusion of the previous school year, we need to renew and build mutual relationships and a sense of security, which will help us to manage any further period of separation and insecurity
You can find more Czech materials about PBIS at https://www.pbiscr.cz¬†https://www.podporainkluze.cz/material/pbis-podpora-pozitivniho-chovani-deti-a-zaku/