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PBIS: A Multi-Tiered System of Supports Framework for Behavior
Strategically implementing & designing a multi-tiered system of support for positive behavior, positive school climate, and positive school culture can decrease problem behavior and increase academic achievement. PBIS: A Multi-Tiered System of Supports Framework for Behavior
Tier 1
Tier 1
Universal Support (All)
Universal Support (All)
Tier 1 systems, data, and practices impact everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior.
Tier 1 foundational systems include:
An established leadership team
Regular meetings
A commitment statement for establishing a positive school-wide social culture
On-going use of data for decision making
Professional development plans
Personnel evaluation plan
Tier 1 practices include:
School-wide positive expectations and behaviors are taught
Established classroom expectations aligned with school-wide expectations
A continuum of procedures for encouraging expected behavior
A continuum of procedures for discouraging problem behavior
Procedures for encouraging school-family partnership
Tier 2
Tier 2
Targeted Intervention (Some)
Targeted Intervention (Some)
Tier 2 systems, data, and practices provide targeted support for students who are not successful with Tier 1 supports alone. The focus is on supporting students who are at risk for developing more serious problem behavior before those behaviors start. Tier 2 supports often involve group interventions with 10 or more students participating. The support at this level is more focused than Tier 1 and less intensive than Tier 3.
Tier 2 foundational systems include:
An intervention team with a coordinator
Behavioral expertise
Fidelity and outcome data are collected
A screening process to identify students needing Tier 2 support
Access to training and technical assistance
Tier 2 practices include:
Increased instruction and practice with self-regulation and social skills
Increased adult supervision
Increased opportunities for positive reinforcement
Increased pre-corrections
Increased focus on possible function of problem behaviors
Increased access to academic supports
Tier 3
Tier 3
Intensive, Individualized Intervention (Few)
Intensive, Individualized Intervention (Few)
At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 3 strategies work for students with developmental disabilities, autism, emotional and behavioral disorders, and students with no diagnostic label at all.
Tier 3 foundational systems include:
A multi-disciplinary team
Behavior support expertise
Formal fidelity and outcome data are collected
Tier 3 practices include:
Function-based assessments
Wraparound supports
Cultural and contextual fit
Explore the Evidence Base for PBIS
Explore the Evidence Base for PBIS
At its foundation, PBIS is a framework supported by research spanning decades. Study after study confirms the positive impact these systems and practices have on improving student outcomes. The evaluation brief, "Is School-wide Positive Behavior Support an Evidence-based Practice?".
At its foundation, PBIS is a framework supported by research spanning decades. Study after study confirms the positive impact these systems and practices have on improving student outcomes. The evaluation brief, "Is School-wide Positive Behavior Support an Evidence-based Practice?".
PBIS in Practice
PBIS in Practice
When schools implement PBIS, they:
When schools implement PBIS, they:
- Regularly check the effectiveness of their practices
- Pull from a continuum of evidence-based interventions to support student needs
- Develop content expertise through coaching and on-going professional development
- Rely on teams to guide implementation
- Use data to monitor student progress
- Implement universal screening practices
- Include community members and families to create culturally-relevant practices.
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