PBIS Framework

PBIS: Positive Behavioral Interventions and Supports

Christa Zangel

Learning and Human Development for Diverse Learners

Maureen Parkes

December 9, 2015

According to the Office of Special Education Programs, Positive Behavioral Interventions and Supports, commonly known as PBIS, is implemented to “define, develop, implement, and evaluate a multi-tiered approach to technical assistance that improves the capacity of states, districts, and schools to establish, scale up and sustain the PBIS framework.” PBIS focuses on students with disabilities whose negative behavior is affecting themselves or others and strive to address current behaviors and problems in a positive manner to prevent further problems by implementing beneficial

This level is designed to educate on the core principles of PBIS. The first core principle of PBIS states: We can effectively teach appropriate behavior to all children. This principle is founded on the belief that all students have the potential to show appropriate behavior. Therefore it is our duty to give them the environment and conditions for them to reach this penitential. The second core principle of PBIS states: Intervene early. This principle is founded on the belief that educators should intervene before the targeted behavior occurs. Interventions are more effective and manageable if the student is not already escalated. The third core principle of PBIS states: Use of a multi-tier model of service delivery. This core principle states that PBIS uses a system that applies behavioral resources that are relevant to the needs of the student. The fourth core principle of PBIS states: Use research-based, scientifically validated interventions to the extent available. This core principle clearly states that PBIS, according to No Child left Behind, implements curricula and intervention that is scientifically based. Scientifically based curricula and interventions influence the effectiveness of strategies used in classrooms. The fifth core principle of PBIS states: Monitor student progress to inform interventions. According to OSEP, this core principle is the

This level focuses on making the problem behavior less effective, efficient, and relevant and promoting a positive and more functional behavior. Research-validated practices are used to improve the educational environments. This level is targeted at a group or a simple individual plan. The Tertiary level of PBIS is designed to be more intensive if the secondary level is not meeting the needs of the student. This level is targeted at the individual and offers supports to the individual not only in school but personal, health, social, family, work and recreational. To help visual the levels of PBIS, envision a triangle. The bottom of the triangle is the largest section and is school-wide. The middle of the triangle takes up most of the rest of the triangle, leaving a small section at the top. The level accommodates to some students and focus on their current problem behavior. The very top of the triangle accommodates few students by reducing behavior complications and the intensity and severity of current