PBIS

POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) is a decision-making framework for school systems to implement in order to improve student academic and behavioral outcomes by using universal language and expectations, consistent behavioral teaching practices, consistent behavioral response guidelines, and data to guide procedural and policy decisions.

Research suggests that by having consistent expectations across the school, explicitly teaching behavioral expectations, acknowledging expected behaviors, and handling behavioral violations consistently, the school environment can be positively impacted. PBIS is not a curriculum or a single intervention – it is a change in the school system’s climate.

When students struggle with an academic concept, teachers adjust their teaching and instruction interventions to best meet that student’s need.

The idea is the same for behavior – by teaching and modeling expected and appropriate behaviors, the students have a clearer understanding of what is expected. It cannot be assumed that students have a clear understanding of what is expected behaviorally!

Students need to be shown and told what to do, rather than telling them “don’t do ________.” Positively stating and acknowledging appropriate behaviors gives the students concrete behavioral guidelines.

Behavioral response systems are more likely to be effective when the students expect the same response across classrooms and in other common settings in their schools. The same behaviors should elicit the same responses from staff, regardless of the student is in the school building.

Using the positively stated and easy-to-remember expectations helps both students and staff use universal language when discussing behavior.

Students respond well to positive reinforcement and praise. By acknowledging students when they engage in expected behaviors, students are more likely to continue the appropriate behaviors.

Students need to be reinforced for the behaviors they should be displaying. This practice focuses attention on the desired behaviors, and consequently away from negative behaviors.

PBIS teams should look at their school’s data in order to guide decisions made on policies and procedures. These data help focus the team on targeted areas of need. For instance, by using data, teams can identify specific locations in the school where behaviors may need to be re-taught, or types of behavioral violations to target for future interventions.

• PBIS.org
• MO SW-PBIS