Positive Behavior Interventions and Support (PBIS) is an evidence-based framework designed to improve social, emotional, and academic outcomes for all students, including those with disabilities.
The framework emphasizes proactive strategies that help define, teach, and support appropriate behaviors which in turn create positive school environments.
It supports students with Individualized Education Programs (IEPs) by encouraging an inclusive and supportive learning atmosphere.
Core Principles of PBIS that School Districts Should Follow
1. Evidence-based Practices: Implement scientifically proven interventions and strategies that are effective. For example, social skills training programs can teach students with IEPs how to interact positively with peers through role-playing activities.
2. Data-driven Decision Making: Continuously collect data to guide the refinement of interventions once they’re introduced in your school district. In the classroom, this could involve tracking student behavior through daily behavior-charts and using this data to adjust ‘support strategies’ as needed.
3. Positive Reinforcement: Encourage desired behaviors through consistent acknowledgment and rewards. For instance, a teacher might use a token economy system where students earn tokens for displaying positive behaviors, which they can later exchange for small prizes or privileges.
Three Tiers of PBIS - A Quick Guide
Tier 1. Universal Prevention
‘Universal Prevention’ targets all students and focuses on school-wide practices and systems to promote positive behavior.
This includes defining clear behavioral expectations, teaching these behaviors, and consistently reinforcing them.
The goal is to create a positive school climate where expected behaviors are the norm.
Data collection and analysis help identify trends and areas for improvement.
Tier 2. Targeted Prevention
‘Targeted Prevention’ addresses the needs of students at risk of behavioral problems who do not respond adequately to Tier 1 interventions.
It involves small group interventions, such as social skills training, check-in/check-out systems, and specific behavioral skills instruction.
Increased monitoring and support help prevent the escalation of behavioral issues. This helps reduce the number of students who require intensive, individualized support.
3. Intensive, Individualized Prevention
Intensive, ‘Individualized Prevention’ is for students with significant behavioral challenges that require specialized interventions.
These interventions are based on thorough assessments, such as Functional Behavior Assessments (FBA) and lead to the development of individualized Behavior Intervention Plans (BIP).
Collaboration with special education professionals, families, and extended IEP teams ensures comprehensive support. The goal is to manage severe behavioral problems and provide the necessary resources and strategies for success.
What are some examples of PBIS?
- Behavioral Contracts: Individualized agreements outlining expected behaviors and consequences.
- Social Skills Training: Teaching communication, cooperation, and conflict resolution skills.
- Check-In/Check-Out: Daily mentoring sessions to set goals and review progress.
- Positive Reinforcement Systems: Token economies or reward systems for reinforcing desired behaviors.
- Classroom Management Strategies: Environmental adjustments, such as seating arrangements and visual schedules.
- Behavioral Intervention Plans (BIP): Comprehensive plans based on FBAs.
- Peer Mentoring Programs: Pairing students with disabilities with peer mentors for social support and modeling appropriate behaviors.
How to Integrate PBIS with IEP Goals?
1. Aligning PBIS Strategies with IEP Objectives:
Provide interventions that align with students' individual goals. This means tailoring PBIS strategies to meet the specific needs and objectives outlined in each student's IEP.
2. Monitoring and Measuring Progress
Regularly collect and analyze behavioral data to see what is working and what is not. Ongoing assessment fosters informed decision-making when you need to refine strategies and interventions.
3. Involving Students in the Process
Allow students to participate in setting goals and self-monitoring their progress. It fosters a sense of ownership and responsibility. When they are invested in their success, it’s easier to implement PBIS strategies to the letter..
6 Ways to Implement Positive Behavior Intervention
1. Define Clear Expectations
Clearly communicate specific, observable, and positively stated behavioral expectations to all students.
For instance, in a classroom, rules like "Raise your hand to speak," "Respect others' personal space," and "Follow directions the first time they are given" can be posted on the walls.
The teacher should regularly review these rules with role-play activities to demonstrate each expected behavior.
2. Teach Expected Behaviors
Actively teach expected behaviors by demonstrating them through modeling and practice.
For instance, the teacher conducts a role-playing session in which students practice taking turns during group activities. They demonstrate politely asking for help and practice appropriate responses to peer interactions.
3. Consistent Acknowledgment and Reinforcement
Recognize and reward students for displaying expected behaviors. Implement a token system where students earn tokens for displaying positive behaviors, such as completing tasks quietly or helping a classmate.
These tokens can be exchanged for rewards like extra recess time, a small toy, or being the line leader for the day.
4. Data Collection and Analysis
Continuously collect and analyze data on student behavior to identify patterns, assess the effectiveness of interventions, and make data-driven decisions. Teachers who follow the PBIS framework often use behavior tracking sheets to record incidents of both positive and challenging behaviors daily.
It’s advisable to review the data weekly to identify trends, such as a student experiencing more difficulty on Mondays, and adjust their support strategies accordingly.
5. Provide Additional Support for At-Risk Students
Identify students at risk of behavioral issues and provide targeted interventions. For example, a student struggling with social interactions may participate in a small group social skills training session twice weekly.
Teachers can also use the check-in/check-out system, where students meet with a mentor at the start and end of each day to set goals and discuss their progress.
6. Develop Individualized Support Plans
Develop individualized Behavior Intervention Plans (BIPs) based on Functional Behavior Assessments (FBAs) for students with significant behavioral challenges. After having conducted an FBA, for instance, a teacher may learn that a student’s outbursts occur when transitioning between activities.
The resulting BIP may include:
- Strategies like providing the student with a visual schedule
- Allowing extra transition time
- Offering a sensory break if needed
The plan is regularly reviewed and adjusted based on the student’s progress.
