Positive Behavior Supports (PBS) Quiz
or
Positive Behavioral Intervention and
Supports (PBIS)
Evidence
indicates that…
1.) Children who are identified
as hard to manage at ages 3 and 4 have a high probability (50:50) of continuing
to have difficulties into adolescence. (True* or False)
2.)
The problem is not what
to do, but rests in where and how we can support children and help families.
(True* or False)
3.) Early appearing aggressive
behaviors are the best predictor of juvenile gang membership and violence later
on. (True* or False)
4.)
The Center on the Social
and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting
the social emotional development and school readiness of young children birth
to age 5. (True* or False)
5.)
Training targets four
major areas: Which is *not* one of the target areas
*
Building positive relationships with children, families, and colleagues
*
Increasing discipline has been found to be a simple, effective technique *
*
Creating environments for children that support healthy development
*
Practicing evidence-based strategies for teaching social skills
*
Utilizing a team approach to develop Positive Behavior Support Plans for those
children with persistent challenging behavior
5.)
Schools
that effectively implement PBS demonstrate which of the following:
Up to 50% reduction in office referral rates per
year (and corresponding
reduction in suspension and expulsion rates)
Improved attendance rates
Improved academic achievement
Improved staff perceptions of school safety and
atmosphere
All of the above *
6.)
States
must implement PBS without Federal Aid (True or False*)
7.)
In Wisconsin, a required
minimum 1 year wait exists before acceptance as a SEFEL Demonstration State
(True or False*)
8.)
There are three levels of
PBIS: Which is *not* one of the Levels
Universal
Instruction,
processes and procedures intended for all students and all staff, in all school
settings. Effective instruction at this level results in at least 80% of
students meeting social and behavioral expectations.
National
Grade Point Requirements*
Processes
and procedures that require a minimum grade point average that students must reach
before acceptance into Positive Behavioral Intervention programs.
Supplemental
Support
Processes
and procedures designed to address the behavioral challenges of groups of
students with similar behavior problems or behaviors that occur for the same
reasons, (i.e., attention-seeking, escape) and/or across similar settings. Approximately
10-15% of students can require support using these strategies to meet social
and behavioral expectations.
Intensive
Intervention
Processes
and procedures that reflect school-wide expectations for student behavior
coupled with team-based strategies to address problematic behaviors of individual
high-need students. Up to 5% of students need these strategies to either meet social
and behavioral expectations or to successfully cope with their challenges.
9.)
The PBIS model has been successfully
implemented in a few hundred schools in California, Maryland and Colorado,
resulting in dramatic reductions in disciplinary interventions and increases in
academic achievement. Data-based decision making is a hallmark of PBIS,
allowing successes to be easily shared with all relevant stakeholders (True
or False*)
10.)
The PBIS Center
activities do *not* include which of the following:
Expanding school-wide PBS technical assistance to
allow large-scale implementation.
Emphasizing effective education and support for
students with more intense and individualized support needs.
Expanding school-wide PBS to urban schools and
high schools.
De- emphasizing classroom size and teacher/student
ratios. *
Increasing accessibility to the concepts,
outcomes and research associated with school-wide PBS.
Establishing a network of resource agents to
build local capacity.
Utilizing state-to-state communities of practice
to facilitate PBS implementation.
