Positive Behavior Interventions and Supports (PBIS)

Overview of PBIS

• Positive Behavior Interventions and Supports (PBIS) is also known as Positive Behavior Support (PBS).
• PBIS is a school climate and behavior program.
• It aims to improve student and teacher well-being by reducing problem behavior.
• PBIS focuses on shifting the school environment from punitive to positive.
• Its goal is to prevent problem behavior.
• PBIS supports stronger relationships between students and teachers.
• Learning can increase through PBIS implementation.
• Schools can experience up to a 60% reduction in problem behavior within the first year of implementation.

Development and Origin

• Researchers at the University of Oregon developed the PBIS framework.
• The framework emerged from studies of effective school and classroom discipline strategies.
• Shared characteristics in safe schools and effective classrooms were identified.
• PBIS is grounded in best practices for creating safe and positive school environments for students and teachers.
• PBIS is a framework for implementation, not a specific program or kit.

Four Key Components of PBIS

• School-wide expectations should be established.
• Expectations should be taught directly and regularly to students.
• A positive reinforcement system should be created.
• Challenging behavior should receive responses with consistent consequences.

Establishing School-Wide Expectations

• Aim to establish a consistent system across the entire school.
• Expectations should be narrowed to three to five to aid memory.
• Common expectations include being safe, respectful, responsible, and/or kind.
• Values in action should be defined by explicitly describing guidelines for every setting in the school.
• Rules and expectations should be stated positively.
• For instance, use "keep your hands and feet to yourself" instead of "don't hit."
• People are more likely to comply with "do" requests than "don't" requests.

Teaching Expectations

• Expectations should be taught directly to students through detailed lessons.
• Lessons should be held at the beginning of the year and after winter and spring breaks.
• Follow-up with weekly review lessons throughout the year.
• The most effective teaching approach is on location, taught by the staff member monitoring the students.
• Classroom circles can be useful, especially for rules about which students have strong opinions.
• Circles help students feel involved in the decision-making process, making them more likely to follow the rules.
• A less stressful school environment is created through consistent staff behavior.

Positive Reinforcement

• Aim to create a school-wide positive reinforcement system.
• Positive behaviors should be reinforced using a ticket system and praise.
• Strive for a 4:1 ratio of positive comments to corrections.
• Newly learned appropriate behavior should be positively praised to reinforce those behaviors.

Responding to Challenging Behavior

• Corrections and practice opportunities should be helpful.
• Interventions and support should be implemented to help students change their behavior instead of relying on suspensions and detentions.
• Restorative practices should be utilized.
• Students can accept responsibility, repair harm, and restore relationships through restorative practices.

Implementation Summary

• Agree as staff about school expectations.
• Teach those expectations regularly and in various ways.
• Offer much praise.
• Create a positive reinforcement system.
• Give helpful corrections and practice opportunities when students make mistakes.
• Schools become safer, and a culture of consistency and positivity is developed through effective behavioral expectations.