Can a systems approach to behavioral change actually work without the parents?

I was recently at a PTO meeting at one of the Windsor primary elementary schools and there was a question about the current behavioral program, PBIS.  PBIS stands for Positive Behavior Intervention and Supports.  The primary goal of PBIS is to provide, “proactive and effective behavioral support for students at the universal level” (http://www.pbis.org/common/pbisresources/publications/0309pbsdataCT.pdf) Universal is a term used in prevention to mean, in this case specifically, that all students are target for the intervention.  It is not just for children who are identified at being at risk or currently experiencing the onset of an emotional/behavioral disorder.

The primary goal of PBIS is accomplished when the school, as a communal system, establishes universal procedures that define clear behavioral expectations and reinforcement procedures.  In addition, modeling appropriate behavior during the school day is a key aspect of PBIS. 

A necessary, yet underdeveloped, aspect of the model is the inclusion of families in the process.  This is true because PBIS is defined as a systems approach, which would require buy in from individuals who support the education of our children both in and outside of the classroom.  Isn’t consistency within the home environment important because it will enhance the capacity of our school system to support learning?

As it was explained to us during the PTO meeting - last year was the development stage, while this year the program is being rolled out throughout the school.  Part of year two involves defining behavioral expectation for each aspect of the educational environment.  This includes the cafeteria, the classrooms, the bus, the hallways, etc.

What concerns me is that there is a presumption being made within our system that the behavioral expectations being outlined by teacher and administrative planning groups are reflective of the expectations of all parents.  To make presumptions about the expectations that parents have for their children without engaging our families in a dialogue leads me to believe that this could be contributing to the poor behavior being observed within our school system.

Standard with any approach to behavioral modification is the need for consistency across contexts. This means that an intervention is carried out both at school, at home, and in any other setting in which the child spends time.  Having learned behavioral modification strategies, and having experience carrying out a behavioral modification plan in a home setting, I suggested during the PTO meeting that it might be helpful for parents to be invited to attend an informational session to review the behavioral expectations being developed through the PBIS program.  

I was surprised that there was some hesitation by the administrator in the room.  However, I do understand that this would be an additional obligation and that our teachers are under a tremendous amount of pressure to adopt a series of models and practices in a short amount of time.  However, we need to do what is best for our children. 

In response to my suggestion, it was stated that the behaviors defined as appropriate for the bus are reflective of the behaviors that all parents require of their children in cars - that the behaviors in the cafeteria are those that parents would expect of their children eating at their dinner table.

Who is to say that is actually the case?  Personally, when I reviewed the behavioral expectations for the bus, I was concerned that this practice was simply being carried out to check a box since who is to say that all parents are even reading it?  In addition, I have withheld my copy for two and half weeks now waiting to see what system is in place to follow up for children who did not complete their forms.  To date, no one has requested a conference or contacted me regarding the fact that I have not turned in his packet.

After discussing my concerns with other parents, it has become clear that the behavioral expectations that are being defined by the system are not actually expected within all households.  I say this because if they were, then children would already have the self-control and awareness to know what is proper bus behavior. 

One example is "bottoms on the seat".  Although, I personally require my children to be securely fastened into the car, I have observed other parents allowing their kids to move around in the backseats of their cars, SUVs, or minivans.  So why would a child listen to the school when their parent's have different behavioral expectations?

I agree that developing a system-wide approach to addressing the poor behavior that is observable within our schools is an appropriate method.  I would only hope that parents are actively being engaged in the practices that are currently being adopted by our school system to ensure that all children have the best opportunity to achieve the intended outcomes. A paper home is just not enough.  We get so many print outs a week that it sometimes is difficult to determine what is of high priority and what is optional.  I would even consider that some parents are desensitized by the amount of paper coming home every day.

I propose a resolution to the issue of behavioral expectations and parental engagement to maximize the intended outcomes.  After much consideration, I think that it would be helpful if attendance at open house were required of at least one parent or caregiver. During the open house there should be an informational session on A) behavioral expectations, B) the benefits of homework, and C) having consistent expectations for academic achievement.  For those who cannot attend the scheduled open house, there could be an alternate date.  During the alternate meeting, parents could be provided an overview of school expectations, the departments of the school, the standard classroom activities; along with A, B, and C.

I understand that this would not be ideal for everyone, but at least we could move forward and have a system-wide approach that reaches the multiple contexts in which a child exists. It could prove to be too basic for some parents, but the point is to have as many parents present as possible so that everyone can hear the same information and have an equal opportunity to provide feedback.  Some parents might have never been given the opportunity to discuss the academic and behavioral expectations that they have for their children.

I remember that when I was expecting my first son, I didn’t have a clue what I should expect from my child, or from myself for that matter.  So, I took a child development course at Manchester Community College.  Although it wasn’t part of my program of studies, I thought that it would be a good idea to receive information from a reliable source on parenting methods and child development.  It was the best decision I ever made, and it set me on a path of continuing to study the topic.  Not everyone has the opportunity to take a parenting course or formally learn about child development.  Our school should bridge this gap.

For more information on the PBIS model in Connecticut, please go to: http://pbis.ctserc.com/.