Barton Elementary School
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Positive Behavior Support Myths vs. Facts

MYTH

FACT

PBS is just another behavior program we will have for a few years until we decide to adopt a different program.

PBS is best described as an organizing structure rather than a program. PBS schools adopt a set of philosophical beliefs and processes to guide the building of sophisticated behavior supports, which are routinely evaluated for effectiveness. While behavioral programs will continue to come and go based on the needs of students, PBS processes become part of the school culture, i.e., “that’s just the way we do things at our school.”

MYTH

FACT

Staff will not be allowed to punish students who misbehave.

Staff at PBS schools does not ignore student misbehavior. On the contrary, all staff are expected to consistently correct student misbehavior in all settings. Staff are trained and empowered to administer a variety of consequences which “fit the level” of the misbehavior and have a high likelihood of decreasing the chance of the misbehavior reoccurring.

MYTH

FACT

The “positive” in Positive Behavior Supports means we pass out rewards every time kids behave.

The word “positive” refers to the intentional building of a safe and welcoming climate where all adults and students feel respected. PBS schools proactively structure and organize all settings for behavioral success with a goal to create a high number of positive staff/student interactions.

MYTH

FACT

Most people know what is expected of them, they just choose not to do it.

Although most educators are quick to acknowledge the presence of academic skill deficits (despite a history of explicit instruction), many are hesitant to acknowledge the presence of behavioral skill deficits (despite the absence of explicit instruction). Until staff systematically teaches, practice, and enforce the expectations it is impossible to determine if misbehaviors are a result of a skill deficit or non-compliance.



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