Positive Behavior Intervention and Support or PBIS is a mechanism to reduce negative student behaviors and increase positive student behavior by focusing attention on the positive behaviors so that they reoccur. PBIS has three tiers for teams of educators to help with specific student behavioral skill deficits (Keller-Bell & Short, 2019)
PBIS is a proactive approach designed to foster success in schools through a multitiered support system and the use of evidence-based behavioral interventions. (Fallon et al., 2015).
It is proactive in that it can teach preventative alternative behaviors for students to use to cope or respond with instead of non-functional, aggressive or negative behaviors. It allows for check-ins with students so that teachers can share when they see or hear positive behavioral responses and these check ins often help to retell the students’ day to day school story in a more positive light. Through PBIS and these check-ins schools can monitor student success and positive behaviors and report back to the student, their family and other educators on how a student is doing.
PBIS frameworks are one layer of Multi-Tiered Systems of Support.
Tier One PBIS measures include universally designed and implemented practices and strategies that are made with one child in mind but are positive for all kids.
Examples: behavior-specific praise, visual aids, positive home contact, brain breaks, and social contracts,
Tier Two PBIS measures include targeted small group specialized evidence based supports put into motion to help adjust behaviors towards positive outcomes.
Examples:
- Targeted Instruction and Practice with Self-Regulation and Social Skills
- Targeted and Increased Adult Supervision
- Targeted Opportunities for Positive Behavior Supports and Check Ins
- Targeted Pre-Corrections and Pre-Teaching on Positive Behaviors
Tier Three PBIS measures include specialized and individualized supports designed with a students unique goals and needs in mind.
Examples:
- Mentoring
- Social skills development opportunities
- Collaboration with student’s physician, therapist, or mental health provider
- Check-In/Check-Out (CICO)
- Structured breaks
- Behavior meetings with parents/guardians
- School counseling
- Behavior reflection time