PBIS
Positive Behavioral Interventions and Supports
What is the purpose of PBIS?
School-wide Positive Behavioral Interventions and Supports is a positive discipline plan for the entire school where the approach is to proactively prevent or reduce challenging behaviors and produce positive outcomes. The focus of this approach is to make problem behavior less effective and desired behavior more relevant.
PBIS seeks to create positive environments by utilizing proactive strategies such as introducing, defining, modeling, teaching, and supporting positive behavioral expectations school-wide and then reinforcing and rewarding students for these positive social behaviors ). It is about creating positive school environments so that all children feel safe and can learn.
PBIS seeks to create positive environments by utilizing proactive strategies such as introducing, defining, modeling, teaching, and supporting positive behavioral expectations school-wide and then reinforcing and rewarding students for these positive social behaviors ). It is about creating positive school environments so that all children feel safe and can learn.
Basic Assumptions of PBIS
Basic Assumptions of PBIS
1. Identifying and teaching expected behaviors.
2. Reinforcing and rewarding expected behaviors.
3. Enforcing consistent meaningful consequences when violations of the expected behaviors occur.
1. Identifying and teaching expected behaviors.
2. Reinforcing and rewarding expected behaviors.
3. Enforcing consistent meaningful consequences when violations of the expected behaviors occur.
PBIS Schoolwide Behavior Expectations
Our school uses the acronym of LEAD.
L: Lead with the 7 habits.
E: Exhibit Safe Behaviors
A: Act Respectfully
D: Demonstrate Responsibility
L: Lead with the 7 habits.
E: Exhibit Safe Behaviors
A: Act Respectfully
D: Demonstrate Responsibility
PBIS has three tiers of supports.
Tier 1: Universal systems of support (primary prevention-school wide): Behavioral support is provided for ALL students school-wide.
- Social skills instruction
- Positive and proactive discipline
- Social behavior expectations
- Active supervision and monitoring
- Positive reinforcement systems
- Fair and corrective discipline
- Parent training and collaboration
Tier 2: Small group systems of support (secondary prevention): This level of support is designed to provide additional and targeted interventions for the 10-15% of students who need more support than is provided through the universal systems.
- Social skills groups
- Conflict resolution
- Self management programs
- Adult mentors (checking in)
- Small group instruction
- Altered seating arrangement or schedule
Tier 3: Targeted individual student systems (tertiary prevention-individual): More intensive, individualized supports is provided for a FEW individual students, approximately 5%-10% of the student population requires this level of system support.
Intensive social skills instruction.
- Functional behavior assessment (FBA) based behavior intervention plans (BIP)
- Supervision and monitoring
- Interagency collaboration
- Intensive collaboration with family
- Intensive family-based interventions