Positive Behavior Interventions And Support (PBIS)

In contrast to the punitive system, using a PBIS system integrates essential pieces of emotional support and positivity to address a student 's behavior and increase his/her academic success. It establishes the behavioral support and social culture needed for every student to achieve social, emotional, and academic success(“Positive Behavior” 1 ). PBIS utilizes a “hands on” that is proactive rather than reactive. Using a PBIS system

“PBIS is defined as a framework for enhancing the adoption and implementation of a continuum (response-to-intervention) of evidence-based interventions to achieve academically and behaviorally important outcomes for all students” (Sugai et al., 2000)

It is exceedingly important for schools to ensure a balanced and stable environment that provides safety, well-being, and acceptance to all students. In order to do this, as well as generate a positive communal learning atmosphere that empowers the entire student body of the school and the individual classroom, there needs to be a school-wide positive behavioral intervention and support (PBIS) system implemented. The defined explanation of PBIS is “a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all student” (Sugai and Simonsen, 2012). The goal of a PBIS application to a school’s community is to develop appropriate standards

Muscott, H. S., Mann, E. L., & LeBrun, M. R. (2008). Positive behavioral interventions and supports in New Hampshire: Effects of large-scale implementation of schoolwide positive behavior support on student discipline and academic achievement. Journal of Positive Behavior Interventions, 10(3), 190-205. Retrieved from

This report detailing issues in behavior intervention first reviews information regarding the use of functional behavior assessments and then explains intervention strategies which may be effective in dealing with behavior issues in schools. In addition, issues that impede treatment are discussed. This source appears to be objectively written with the goal to inform the reader of functional behavior assessments, treatment for problem behavior and issues which may cause treatment to fail. This source may be useful when researching Behavior Intervention Plans because team members and

The implementation of positive behavior management systems in schools play a vital role in creating and maintaining a safe and supportive school environment. According to (safeschoolshub) “A safe school is one that takes action to promote and recognize positive student behavior, ensure student safety and minimize risk.”

An alternative to expulsion and suspension can be the implementation of School-wide Positive Behavior Support (SWPBS) framework (Nocera, Whitbread and Nocera, 2014). It was implemented in a low-performing middle school and it incorporated evidence-based education strategies, improved school climate, reinforced positive student behavior, and improved overall academic achievement (Nocera, Whitbread and Nocera, 2014). In order to change the climate of a school, it must encompass the support of the district, administrators, staff and students. One important facet of the school nurse is case management of conditions and orchestrating care with the school community. This can enable the identification of students with depression, anxiety, behaviors of self-harm and providing them and their families with proper referrals and educating staff on such conditions. Therefore, subsiding harsh punishments and spearheading crisis management of possible destructive behaviors.

In 1990 the Public Law 94-142 was renamed as the Individuals with Disabilities Education Act. IDEA is in every school building now exerting responsibilities on everyone in the community. The main goal of IDEA is to treat everyone as equals and giving them their full rights. The requirements

Have you ever thought about how the behavioral expectations are different at varying developmental levels in students' lives? If you have, the changes and developmental differences of the students that are involved whether at the elementary, middle school or high school levels must be taken into account when developing a Positive Behavioral Support System (PBSS). Furthermore, school leaders must also value the socioeconomic and experiential differences of students and both also must be kept in the forefront for developing how a Positive Behavioral Support System should be implemented. Moreover, in urban settings, culture and meaning must be in the careful planning of what is going to be in the desired set of behaviors. Understanding expectations from the cultural norms have to be also considered. (Betters-Bubon, Brunner, & Kansteiner, 2016, p.265) This juggling act of keeping all of the different needs in the air of different students comes down to whether an effective leader can keep all the balls in the air and not let them drop, or to be stated more succinctly, to delegate and supervise the

One of the main strategies to meet this goal is the PBIS implementation. According to the PBIS committee leader at Flat Rock Middle School, PBIS stands for Positive Behavior Intervention and Support. It is a proactive and social culture strategy and needed for all students in a school to achieve social, emotional, and academic success. Attention is focused on creating and sustaining primary, secondary, and tertiary systems of support that improve the lifestyle results (personal health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, relevant, and desired behavior more functional. Even though, PBIS has made a positive impact on the percentage of disciplinary incidents within the school.

This helps schools begin to identify students who are in need of additional support. Both RtI and PBS advocate for using evidence-based interventions that require resources appropriate to the student’s level of need, and then monitoring the progress of students receiving those interventions. RtI and PBS offer opportunities to address academic and behavior problems effectively with interventions at different levels of intensity and support. RtI and PBIS models are very similar. They differ based on the fact that Rti is targeting academic progress and PBIS is targeting behavior progress in

The Individuals with Disabilities Education Act of 1990 was amended and reauthorized by the Individuals with Disabilities Education Act Amendments of 1997 (IDEA ’97) by President Clinton on June 4, 1997 (Drasgow, Bradley, & Shriner, 1999). The next reauthorization of this act was in 2004, still known as IDEA. Zirkel (2011) states that the 2004 amendments strengthened the 1997 amendments by removing “when appropriate,” from context making the language more straightforward by requiring the IEP team to consider using positive intervention. The 2004 reauthorization also emphasized ensuring access for students with disabilities to the general education curriculum to the maximum extent to meet their development goals (Fallon, Zhang, & Kim, 2011).

According to Feierman, (2013)Researchers have identified evidence-based practices that reduce incidents of school delinquency including violent misbehavior, lessen the need for exclusionary disciplinary practices or referrals to the justice system, and amilorate academic performance among all students. School-Wide Positive Behavioral Supports (SWPBS)—also referred to as Positive Behavioral Interventions and Supports (PBIS), restorative justice and trauma-informed education are examples of these practices. PBIS is the only such approach directly supported by federal law, the Individuals with Disabilities Education Act requires consideration of PBIS in an eligible student individualized education program.

Unless discipline issues are at a minimum, instruction will be interrupted and teaching time lost. Additionally, poor academic performance may lead to students engaging in problem behavior that results in escaping academic tasks. The universal core system creates the foundation of a multi-tier school-wide model. Effective universal supports alone should be sufficient to meet the needs of most students to be successful in academics and social behavior. By meeting the needs of most, through effective instruction and behavior supports, fewer students’ will require more intensified supports. This outcome results in improved outcomes for the general population, as well as more valid, manageable, and cost-effective systems of supports at the secondary and tertiary levels (Goodman, McIntosh and Bohanan, 2016). Proactive classroom management includes strategies and techniques implemented before behavior problems occur, increase time devoted to instruction and focuses on group management rather than an individual student.

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity