PBIS

Description and Purpose

Like RTI, Positive Behavioural Interventions and Supports (PBIS) are consistent with the MTSS tiered prevention framework. However, PBIS is designed primarily to manage challenging school-wide and classroom behaviour problems. The goal is to prevent behaviour problems by implementing a three-tiered framework that incorporates universal, targeted, and intensive systems of support.

How PBIS is Implemented in Schools

Tier 1 of school-wide PBIS focuses on enhancing preventive and protective factors in a way that encourages students to meet behavioural expectations. At this universal level, the learning environment is typically organized by developing a statement of purpose, rules, procedures, and consequences for appropriate and inappropriate behaviour. Moreover, parent and family involvement, crisis procedures, and the physical environment are structured in ways that promote student success.

Tier 2 interventions are specialized instructional enhancements and accommodations as well as individually tailored behaviour-change initiatives, including social skills instruction, self-monitoring, and the teaching of appropriate replacement behaviours.

Interventions at Tier 3 are most appropriate for students whose behaviours are extreme, frequently antisocial, and very difficult to change. These interventions often require functional behavioural assessments (FBAs) and individually designed behaviour intervention plans (BIPs). Teachers are not alone with these students: Interagency cooperation in the delivery of continuous wraparound services is at the core of these interventions, and a major goal of educators is connecting students and their families with the appropriate community-based social service agencies.

Classroom PBIS practices are preventative and responsive. They are strategies you can implement with all students needing support at any tier. When implemented correctly, classroom PBIS practices lead to fewer disruptions, improved student behavioural and academic outcomes, and more time spent teaching. Positive classroom practices include:

• An effectively designed physical classroom

• Predictable classroom routines

• 3-5 posted positive classroom expectations

• Prompts and active supervision

• Varied opportunities to respond

• Acknowledgements for expected behaviour

Culturally Responsive Positive Behavioural Supports and Interventions (CR-PBIS) is a framework that ensures that the implementation of the essential components of PBIS adequately address issues of equity in disciplinary practices. CR-PBIS develops Awareness, Knowledge, and Skills regarding ways in which culture impacts student behavior. It also develops school-wide expectations that are culturally meaningful for all students.

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