PBIS is an approach to behavior support that includes an ongoing process of research-based assessment, intervention and data-based decision making focused on building social and other functional competencies, creating supportive contexts, and preventing the occurrence of problem behaviors.
“The strongest predictor of both sustained implementation and sustained improved student outcomes was implementation of classroom PBIS systems.”
Research supports five essential practices for classroom PBIS
Classroom teachers have the flexibility to design specific classroom management strategies that are responsive to their students’ cultures and fit with their own personal style of teaching. Those strategies should be aligned to the five categories that research has linked to positive student outcomes:
Maximize structure in the classroom with predictable routines and a safe, orderly environment
Teach, monitor, and reinforce expectations and rules that are aligned with the school-wide expectations
Actively engage students by providing contextually relevant instruction that includes high rates of opportunities to respond
Use a continuum of contextually relevant strategies to acknowledge appropriate behavior
Use a continuum of contextually relevant strategies to respond to inappropriate behavior
Check-in/Check-Out (CICO)
A Tier 2 evidence-based intervention that promotes positive behavior by providing students with routine feedback on behavior and increased positive adult attention.