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Schoolwide Positive Behavior Support (PBIS) in German Schools, Kooperatives Forschungsprojekt von Münchner Schulstiftung Ernst v. Borries und Europa-Universität Flensburg, Inhouse Training Poster No. 1: PBIS als 3-Stufen-Modell, Qualitätsentwicklung durch Training und Coaching

Authors:
Schoolwide Posive Behavior Support (PBIS) in German Schools
Kooperaves Forschungsprojekt von Münchner Schulsung Ernst v. Borries
und EuropaUniversität Flensburg
Abteilung für Pädagogik und Didakk zur Förderung der emoonalen und sozialen Entwicklung
Prof. Dr. habil. Joachim Bröcher, Peter Kramer und Linus Wimann, laufend seit 7/2014
PBIS als 3StufenModell, Qualitätsentwickung durch Training und Coaching
Schulübergreifendes3StufenModell
die gesamte Schule arbeitet auf 3 Ebenen der Intervenon
alle Intervenonen sind ausreichend empirisch geprü
(evidenzbasiert)
alle schulinternen Entscheidungsprozesse beruhen auf der
Erhebung und Auswertung von Daten
TierI
auf der erstenEbenenden prävenve Maßnahmen für alle
Schüler/innen der Schule sta
diese Intervenonen haben pädagogischenund didak‐
schenCharakter
sie nden im Klassenverband `mehr oder weniger´, je nach
Entwicklungsstand und Klassensituaon, mit allen Schüler/
innen sta
TierII
hier kommen speziellepädagogische (Trainings zu sozialen
Fähigkeiten) oder sozialpädagogischeMaßnahmen für die
sog. `atrisk´ Schüler/innen zur Anwendung, d.h. für diejeni
gen Kinder und Jugendlichen, die auf der Basis der Student
RiskScreeningScalemit 48 Punkten bewertet wurden
Merkmal von Tier IIIntervenonen ist, dass alle Kinder bzw.
Jugendlichen in der betreenden Gruppe exaktdieselbeIn
tervenonbekommen
die Dauer der Anwendung beträgt einige Wochen bis hin zu
einigen Monaten
das Trainierensozialerhigkeitenkann in kleinen Gruppen
außerhalb oder ergänzend zum Klassenunterricht stainden
denkbar sind auch Intervenonen, die integriert in das Klas
sengeschehen stainden, je nach Unterrichtsform, Unter
richtsfach und pädagogischem Sl einer Lehrkra
TierIII
hier werden durch das schulinterne BehaviorSupportTeam
individuelle, auf die einzelnen Schüler/innen mit `HighRisk´
(SRSSPunkte 921) zugeschniene Intervenonen entwickelt
Schri 1: funkonsbezogene Verhaltensanalyse (Funcon
BasedAssessment)
Schri 2: Entwicklung eines Intervenonsplans (Behavior
SupportPlan)auf der Basis des FBA
Schri 3: funkonsbezogene Intervenonen (FunconBased
Intervenons) auf der Basis von FBA und BSP
Graken aus Stormont, Reinke et al. 2012
Literatur
Algozzine, B., and Algozzine, K. (2004). Building schoolwide behavior intervenons that really
work. In P. Clough, P. Garner, J.T. Pardeck, and F. Yuen (Eds.), Handbook of Emoonal & Behavio
ral Dicules (pp. 273283). London, UK: Sage
Briere, D.E., Simonsen, B., Sugai, G., and Myers, D. (2013). Increasing new teachers´ specic
praise using a withinschool consultaon intervenon. Journal of Posive Behavior Interven
ons (Online First)
Bruhn, A.L., Lane, K.L., and Eisner Hirsch, S. (2013). A review of Tier 2 intervenons conducted
within mulered models of behavior prevenon. Journal of Emoonal and Behavioral Disor
ders (Online First)
Debnam, K.J., Pas, E.T., and Bradshaw, C.P. (2012). Secondary and terary support systems in
schools implemenng Schoolwide Posive Behavioral Intervenons and Supports: A preliminary
descripve analysis. Journal of Posive Behavior Intervenons, 14 (3), 142152
Goh, A.E., and Bambara, L.M. (2012). Individualized Posive Behavior Support in school sengs:
A metaanalysis. Remedial and Special Educaon, 33 (5), 271286
Hagermoser Sane, L.M., Luiselli, J., and Handler, M. (2007). Eects of verbal and graphic per
formance feedback on behavior support plan implementaon in an inclusion classroom. Behavi
or Modicaon, 31, 454465
Jones, K.M., Wickstrom, K.F., and Friman, P.C. (1997). The eects of observaonal feedback on
treatment integrity in schoolbased behavioral consultaon. School Psychology Quarterly, 12,
316326
Lewis, T.J., and Newcomer, L.L. (2004). Reducing problem behavior through schoolwide systems
of Posive Behavior Support. In P. Clough, P. Garner, J.T. Pardeck, and F. Yuen (Eds.), Handbook
of Emoonal & Behavioral Dicules (pp. 261272). London, UK: Sage
Liaupsin, C.J., Jolivee, K., and Sco, T.M. (2004). Schoolwide systems of behavior support. In
R.B. Rutherford Jr., M.M. Quinn, and S.R. Mathur (Eds.), Handbook of research in emoonal and
behavioral disorders (pp. 487501). New York, NY: Guilford Press
Netzel, D.M., and Eber, L. (2003). Shiing from reacve to proacve discipline in an urban
school district: A change of focus through PBIS implementaon. Journal of Posive Behavior In
tervenons, 5 (2), 7179
Noell, G.H., Wi, J.C., Slider, N.J., Connell, J.E., Ga, S.L., William, K.L., Koenig, J.L., Resetar, J.L.,
and Duhon, G. (2005). Treatment implementaon following behavioral consultaon in schools.
A comparison of three followup strategies. School Psychology Review, 34, 87106
Reinke, W.M., LewisPalmer, T., and Marn, E. (2007). The eect of visual performance feedback
on teacher behavior specic praise. Behavior Modicaon, 31, 247263
Reinke, W.M., LewisPalmer, T., and Merrell, K. (2008). The classroom checkup: A classwide con
sultaon model for increasing praise and decreasing disrupve behavior. School Psychology Re
view, 37, 315332
Reinke, W.M., Herman, K.C., and Sprick, R. (2011). Movaonal interviewing for eecve class
room management: The classroom checkup. New York, NY: Guilford
Simonson, B., MacSuga, A.S., Fallon, L.M., and Sugai, G. (2013). The eects of selfmonitoring on
teacher´s use of specic praise. Journal of Posive Behavior Intervenons, 15 (1), 515
Stormont, M., Lewis, T.L., Beckner, R., and Johnson, N.W. (2008). Implemenng Posive Behavi
or Support Systems in early childhood and elementary sengs. Thousand Oaks, CA: Corwin
Press
Stormont, M. and Reinke, W.M. (2012). Using coaching to support classroomlevel adopon and
use of intervenon within Schoolwide Posive Behavioral Intervenons and Support Systems.
Beyond Behavior, Winterissue 2012, 1119
Stormont, M., Reinke, W.M., Herman, K.C., and Lembke, E.S. (2012). Academic and behavior
Supports for AtRisk Students. Tier 2 Intervenons. New York, London: The Guilford Press
MaterialienzuPBIS
Associaon for Posive Behavior Support (APBS)
www.apbs.org
www.pbis.org
Qualitätsentwicklung
durchTrainingundCoaching
SelbstBeobachtung, etwa im Unterricht, oder in der Bera
tung oder Förderung
regelmäßige, strukturierte, angeleitete kollegiale Bespre
chungenundBeratungen
Unterrichtshospitaonen, um etwa die Häugkeit des von
einer Lehrkra angewandten verhaltensspezischen Lobs zu
erheben und um der Lehrkra dann anschließend ein diesbe
zügliches Feedback zu geben
BesprechungdergesamtenArbeitssituaonmit einer Lehr
kra (Movaon, Klassenführung usw.)
Munich Inhouse Training Poster No. 1
created by Joachim Bröcher, printed at University of Flensburg, December 1—2014
www.muenchnerschulsung.de
wwww.bröcher.de, www.broecherresearch.de
ResearchGate has not been able to resolve any citations for this publication.
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Increasing new teachers´specificteachers´specific praise using a within-school consultaon intervenon
  • B Algozzine
Algozzine, B., and Algozzine, K. (2004). Building schoolwide behavior intervenons that really work. In P. Clough, P. Garner, J.T. Pardeck, and F. Yuen (Eds.), Handbook of Emoonal & Behavioral Difficules (pp. 273-283). London, UK: Sage Briere, D.E., Simonsen, B., Sugai, G., and Myers, D. (2013). Increasing new teachers´specificteachers´specific praise using a within-school consultaon intervenon. Journal of Posive Behavior Intervenons (Online First)
The effect of visual performance feedback on teacher behavior specific praise
  • W M Reinke
  • T Lewis-Palmer
  • E Marn
Reinke, W.M., Lewis-Palmer, T., and Marn, E. (2007). The effect of visual performance feedback on teacher behavior specific praise. Behavior Modificaon, 31, 247-263