Get the 411 on PBIS interventions: the essential knowledge you need to improve behavior!
Research on classroom management and effective behavioral interventions suggests that a system called PBIS leads to better student behavior overall. So what is PBIS and why should schools be using it as their prime behavioral initiative?
PBIS stands for Positive Behavior Interventions and Supports. It is a set of ideas, tools, and strategies that schools use to promote positive behavior and build dynamic school culture. Unlike many punitive behavioral systems, PBIS points a proactive, strategic approach.
Instead of relying on consequences for disruptive behavior, it supports the explicit teaching of the desired behaviors to students and reinforces these behaviors positively.
The PBIS system fits into a three-tiered framework.
In using PBIS tiers, the desired outcome is that eventually, most students are able to learn and thrive in the Tier 1 setting.
Schools have dozens of options when it comes to choosing a behavior system for their learning environment. PBIS strategies stand out because of the many benefits they offers educators and students alike.
One prime benefit is that it was masterfully created with all students in mind. The main focus of the system is to teach and promote positive behavior across the board.
Classroom teachers are trained on Tier 1 best practices and they use these strategies to support all students. Due to its inclusive nature, students who have more complex behavioral needs do not feel excluded. Instead, interventions are offered to them not only on the Tier 1 level but on Tier 2 or Tier 3 levels as well.
This, in turn, helps to build a dynamic school culture. Other benefits include…
● Improving and building social-emotional skills
● Increasing student engagement
● Allowing a focus on academic instruction
● Flexibility
Let’s look at some effective interventions that are used within a PBIS behavior plan. They are divided into sections and will show you the progression of interventions used from Tier 1 (universal) to Tier 3 (most intensive).
A common misconception is that routines, procedures, and behavior expectations are only taught at the beginning of the year.
Positive behavior should be explicitly taught at the beginning, but then also needs to be reinforced consistently throughout the entire school year. The more you talk about, model, and reinforce good behavior, the faster students will naturally show it.
PBIS works best when classroom behaviors are tied to a point and reward system. This means that when students exhibit a desired behavior, they earn points (immediate reinforcers) that can then be exchanged for tangible rewards.
Platforms like LiveSchool help teachers and students keep track of points until enough is earned for rewards from a class or school store. This intervention is perfect for Tier 1 because rewards can be differentiated, which allows for further student choice.
Verbal cues and reinforcing language are important but are not the only ways you can encourage positive behavior. Teaching non-verbal cues or signals to students will help to re-engage learners quickly and with minimal distraction.
Not all students respond well to verbal redirects, especially if they are used consistently. Non-verbals are a perfect alternative and work well for all students.
Classroom narration is not a natural skill but a powerful one. Teachers should use positive narration to proactively encourage good behaviors before students even begin following an instruction.
The great thing about the narration is it can be used at any time in a lesson or unstructured moment, like in the hallway or transition. If students watch teachers observe them and hear positive affirmations, they are more apt to meet the expectation.
This Tier 2 intervention requires student-specific goals and a person who is able to complete the check-in and check-out on a daily basis. It is also important for the person chosen to have a strong relationship with the Tier 2 student.
Every morning before school, the teacher meets with their student(s) to review their goals for the day and see how they are doing. This 1:1 conversation will normally help students to start their day on the right foot.
At the end of the day, the same teacher will meet with their student(s) to go over the highs and lows of the day. Teachers can also use this time to reward great behavior or have more reflective conversations.
Both teachers and students benefit from breaks throughout the day. Some students though need more breaks than others in order to reset and re-engage in classroom learning.
Structured breaks are planned periods of time in which Tier 2 behavior students are able to step away and reset themselves. Students with the ability to self-monitor can eventually move from structured, timed breaks to requested ones.
As teachers identify their Tier 2 behavior students, similar skill gaps may become evident. Skill Builder Interventions would work well in this case because these students would be able to meet in a small group at a designated time during the week.
Here, they will learn specific skills that will help them meet their behavior goals. These skill builder groups could focus on social-emotional topics or help students to build relationships. This intervention is extremely flexible and can be implemented by teachers or counselors, depending on teacher availability.
This intervention is for students who need more consistent touch points than a check-in/check-out system would provide. The highest leverage goal is chosen and a form is made that reflects the student’s daily class schedule.
For younger kids, there could be smiley faces next to each period whereas, for older students, there could be a number system. After each class period, the teacher would fill out the form to share if the student met their goal or did not.
A restorative conversation could then be had earlier in the day if the goal was not met to help students get back on track before moving into their next class.
Though this intervention is more commonly used with students that have ADHD, anxiety, or autism, it can also be used as a Tier 3 intervention for undiagnosed students.
The usage of a sensory tool requires a specific need to be fulfilled, so it will take extra observation and time to determine what will work best. Commonly used sensory tools are flexible seating, rubber pencil grips, and textured items like sandpaper or velcro strips.
Before introducing a sensory tool, teachers should teach students how to use the tool and create boundaries around it.
Though most students catch on and are able to follow a daily schedule easily, some students cannot. This intervention works well for students who need an even more detailed plan.
An individualized schedule can be paired with a check-in/check-out system as well as a behavior plan. The consistent 1:1 check-ins throughout the day as well as a more visual schedule will ensure students are able to stay on track and reset when necessary.
PBIS is a proactive, strategic framework that promotes positive behavior and supports all students in the classroom. Behavior intervention is an important piece of the puzzle when it comes to serving students and helping them learn and grow every day.
As you look forward to the coming school year, be sure to consider implementing PBIS and some of these interventions to better your school culture and environment. Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.
Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started.
To learn what other educators are saying take a look at our PBIS reviews. How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.
Looking for more help with interventions in your school? Check out episode 34 of our podcast where we discussed a practical guide to check-in/check-out for school leaders like you. For more on MTSS and how you can use tiered interventions in your school go give episode 28 of our podcast a listen!
For more on interventions, check out our guide to implementing check-in/check-out with LiveSchool.
Research on classroom management and effective behavioral interventions suggests that a system called PBIS leads to better student behavior overall. So what is PBIS and why should schools be using it as their prime behavioral initiative?
PBIS stands for Positive Behavior Interventions and Supports. It is a set of ideas, tools, and strategies that schools use to promote positive behavior and build dynamic school culture. Unlike many punitive behavioral systems, PBIS points a proactive, strategic approach.
Instead of relying on consequences for disruptive behavior, it supports the explicit teaching of the desired behaviors to students and reinforces these behaviors positively.
The PBIS system fits into a three-tiered framework.
In using PBIS tiers, the desired outcome is that eventually, most students are able to learn and thrive in the Tier 1 setting.
Schools have dozens of options when it comes to choosing a behavior system for their learning environment. PBIS strategies stand out because of the many benefits they offers educators and students alike.
One prime benefit is that it was masterfully created with all students in mind. The main focus of the system is to teach and promote positive behavior across the board.
Classroom teachers are trained on Tier 1 best practices and they use these strategies to support all students. Due to its inclusive nature, students who have more complex behavioral needs do not feel excluded. Instead, interventions are offered to them not only on the Tier 1 level but on Tier 2 or Tier 3 levels as well.
This, in turn, helps to build a dynamic school culture. Other benefits include…
● Improving and building social-emotional skills
● Increasing student engagement
● Allowing a focus on academic instruction
● Flexibility
Let’s look at some effective interventions that are used within a PBIS behavior plan. They are divided into sections and will show you the progression of interventions used from Tier 1 (universal) to Tier 3 (most intensive).
A common misconception is that routines, procedures, and behavior expectations are only taught at the beginning of the year.
Positive behavior should be explicitly taught at the beginning, but then also needs to be reinforced consistently throughout the entire school year. The more you talk about, model, and reinforce good behavior, the faster students will naturally show it.
PBIS works best when classroom behaviors are tied to a point and reward system. This means that when students exhibit a desired behavior, they earn points (immediate reinforcers) that can then be exchanged for tangible rewards.
Platforms like LiveSchool help teachers and students keep track of points until enough is earned for rewards from a class or school store. This intervention is perfect for Tier 1 because rewards can be differentiated, which allows for further student choice.
Verbal cues and reinforcing language are important but are not the only ways you can encourage positive behavior. Teaching non-verbal cues or signals to students will help to re-engage learners quickly and with minimal distraction.
Not all students respond well to verbal redirects, especially if they are used consistently. Non-verbals are a perfect alternative and work well for all students.
Classroom narration is not a natural skill but a powerful one. Teachers should use positive narration to proactively encourage good behaviors before students even begin following an instruction.
The great thing about the narration is it can be used at any time in a lesson or unstructured moment, like in the hallway or transition. If students watch teachers observe them and hear positive affirmations, they are more apt to meet the expectation.
This Tier 2 intervention requires student-specific goals and a person who is able to complete the check-in and check-out on a daily basis. It is also important for the person chosen to have a strong relationship with the Tier 2 student.
Every morning before school, the teacher meets with their student(s) to review their goals for the day and see how they are doing. This 1:1 conversation will normally help students to start their day on the right foot.
At the end of the day, the same teacher will meet with their student(s) to go over the highs and lows of the day. Teachers can also use this time to reward great behavior or have more reflective conversations.
Both teachers and students benefit from breaks throughout the day. Some students though need more breaks than others in order to reset and re-engage in classroom learning.
Structured breaks are planned periods of time in which Tier 2 behavior students are able to step away and reset themselves. Students with the ability to self-monitor can eventually move from structured, timed breaks to requested ones.
As teachers identify their Tier 2 behavior students, similar skill gaps may become evident. Skill Builder Interventions would work well in this case because these students would be able to meet in a small group at a designated time during the week.
Here, they will learn specific skills that will help them meet their behavior goals. These skill builder groups could focus on social-emotional topics or help students to build relationships. This intervention is extremely flexible and can be implemented by teachers or counselors, depending on teacher availability.
This intervention is for students who need more consistent touch points than a check-in/check-out system would provide. The highest leverage goal is chosen and a form is made that reflects the student’s daily class schedule.
For younger kids, there could be smiley faces next to each period whereas, for older students, there could be a number system. After each class period, the teacher would fill out the form to share if the student met their goal or did not.
A restorative conversation could then be had earlier in the day if the goal was not met to help students get back on track before moving into their next class.
Though this intervention is more commonly used with students that have ADHD, anxiety, or autism, it can also be used as a Tier 3 intervention for undiagnosed students.
The usage of a sensory tool requires a specific need to be fulfilled, so it will take extra observation and time to determine what will work best. Commonly used sensory tools are flexible seating, rubber pencil grips, and textured items like sandpaper or velcro strips.
Before introducing a sensory tool, teachers should teach students how to use the tool and create boundaries around it.
Though most students catch on and are able to follow a daily schedule easily, some students cannot. This intervention works well for students who need an even more detailed plan.
An individualized schedule can be paired with a check-in/check-out system as well as a behavior plan. The consistent 1:1 check-ins throughout the day as well as a more visual schedule will ensure students are able to stay on track and reset when necessary.
PBIS is a proactive, strategic framework that promotes positive behavior and supports all students in the classroom. Behavior intervention is an important piece of the puzzle when it comes to serving students and helping them learn and grow every day.
As you look forward to the coming school year, be sure to consider implementing PBIS and some of these interventions to better your school culture and environment. Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.
Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started.
To learn what other educators are saying take a look at our PBIS reviews. How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.
Looking for more help with interventions in your school? Check out episode 34 of our podcast where we discussed a practical guide to check-in/check-out for school leaders like you. For more on MTSS and how you can use tiered interventions in your school go give episode 28 of our podcast a listen!
For more on interventions, check out our guide to implementing check-in/check-out with LiveSchool.
Katherine Neumeier has spent the last 8 years in education working with Title I schools to build strong classroom practices and close academic gaps with English Language Learners and Special Populations. She has taught across multiple grade levels as well as coached educators, served as a reading specialist, and built an intervention program from the ground up. Integrating EdTech platforms as well as utilizing behavior management tools such as Liveschool have transformed and supported her role as an educator. She earned a bachelor's degree from St. Mary's University and a M.Ed from The University of St. Thomas.
Research on classroom management and effective behavioral interventions suggests that a system called PBIS leads to better student behavior overall. So what is PBIS and why should schools be using it as their prime behavioral initiative?
PBIS stands for Positive Behavior Interventions and Supports. It is a set of ideas, tools, and strategies that schools use to promote positive behavior and build dynamic school culture. Unlike many punitive behavioral systems, PBIS points a proactive, strategic approach.
Instead of relying on consequences for disruptive behavior, it supports the explicit teaching of the desired behaviors to students and reinforces these behaviors positively.
The PBIS system fits into a three-tiered framework.
In using PBIS tiers, the desired outcome is that eventually, most students are able to learn and thrive in the Tier 1 setting.
Schools have dozens of options when it comes to choosing a behavior system for their learning environment. PBIS strategies stand out because of the many benefits they offers educators and students alike.
One prime benefit is that it was masterfully created with all students in mind. The main focus of the system is to teach and promote positive behavior across the board.
Classroom teachers are trained on Tier 1 best practices and they use these strategies to support all students. Due to its inclusive nature, students who have more complex behavioral needs do not feel excluded. Instead, interventions are offered to them not only on the Tier 1 level but on Tier 2 or Tier 3 levels as well.
This, in turn, helps to build a dynamic school culture. Other benefits include…
● Improving and building social-emotional skills
● Increasing student engagement
● Allowing a focus on academic instruction
● Flexibility
Let’s look at some effective interventions that are used within a PBIS behavior plan. They are divided into sections and will show you the progression of interventions used from Tier 1 (universal) to Tier 3 (most intensive).
A common misconception is that routines, procedures, and behavior expectations are only taught at the beginning of the year.
Positive behavior should be explicitly taught at the beginning, but then also needs to be reinforced consistently throughout the entire school year. The more you talk about, model, and reinforce good behavior, the faster students will naturally show it.
PBIS works best when classroom behaviors are tied to a point and reward system. This means that when students exhibit a desired behavior, they earn points (immediate reinforcers) that can then be exchanged for tangible rewards.
Platforms like LiveSchool help teachers and students keep track of points until enough is earned for rewards from a class or school store. This intervention is perfect for Tier 1 because rewards can be differentiated, which allows for further student choice.
Verbal cues and reinforcing language are important but are not the only ways you can encourage positive behavior. Teaching non-verbal cues or signals to students will help to re-engage learners quickly and with minimal distraction.
Not all students respond well to verbal redirects, especially if they are used consistently. Non-verbals are a perfect alternative and work well for all students.
Classroom narration is not a natural skill but a powerful one. Teachers should use positive narration to proactively encourage good behaviors before students even begin following an instruction.
The great thing about the narration is it can be used at any time in a lesson or unstructured moment, like in the hallway or transition. If students watch teachers observe them and hear positive affirmations, they are more apt to meet the expectation.
This Tier 2 intervention requires student-specific goals and a person who is able to complete the check-in and check-out on a daily basis. It is also important for the person chosen to have a strong relationship with the Tier 2 student.
Every morning before school, the teacher meets with their student(s) to review their goals for the day and see how they are doing. This 1:1 conversation will normally help students to start their day on the right foot.
At the end of the day, the same teacher will meet with their student(s) to go over the highs and lows of the day. Teachers can also use this time to reward great behavior or have more reflective conversations.
Both teachers and students benefit from breaks throughout the day. Some students though need more breaks than others in order to reset and re-engage in classroom learning.
Structured breaks are planned periods of time in which Tier 2 behavior students are able to step away and reset themselves. Students with the ability to self-monitor can eventually move from structured, timed breaks to requested ones.
As teachers identify their Tier 2 behavior students, similar skill gaps may become evident. Skill Builder Interventions would work well in this case because these students would be able to meet in a small group at a designated time during the week.
Here, they will learn specific skills that will help them meet their behavior goals. These skill builder groups could focus on social-emotional topics or help students to build relationships. This intervention is extremely flexible and can be implemented by teachers or counselors, depending on teacher availability.
This intervention is for students who need more consistent touch points than a check-in/check-out system would provide. The highest leverage goal is chosen and a form is made that reflects the student’s daily class schedule.
For younger kids, there could be smiley faces next to each period whereas, for older students, there could be a number system. After each class period, the teacher would fill out the form to share if the student met their goal or did not.
A restorative conversation could then be had earlier in the day if the goal was not met to help students get back on track before moving into their next class.
Though this intervention is more commonly used with students that have ADHD, anxiety, or autism, it can also be used as a Tier 3 intervention for undiagnosed students.
The usage of a sensory tool requires a specific need to be fulfilled, so it will take extra observation and time to determine what will work best. Commonly used sensory tools are flexible seating, rubber pencil grips, and textured items like sandpaper or velcro strips.
Before introducing a sensory tool, teachers should teach students how to use the tool and create boundaries around it.
Though most students catch on and are able to follow a daily schedule easily, some students cannot. This intervention works well for students who need an even more detailed plan.
An individualized schedule can be paired with a check-in/check-out system as well as a behavior plan. The consistent 1:1 check-ins throughout the day as well as a more visual schedule will ensure students are able to stay on track and reset when necessary.
PBIS is a proactive, strategic framework that promotes positive behavior and supports all students in the classroom. Behavior intervention is an important piece of the puzzle when it comes to serving students and helping them learn and grow every day.
As you look forward to the coming school year, be sure to consider implementing PBIS and some of these interventions to better your school culture and environment. Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.
Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started.
To learn what other educators are saying take a look at our PBIS reviews. How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.
Looking for more help with interventions in your school? Check out episode 34 of our podcast where we discussed a practical guide to check-in/check-out for school leaders like you. For more on MTSS and how you can use tiered interventions in your school go give episode 28 of our podcast a listen!
For more on interventions, check out our guide to implementing check-in/check-out with LiveSchool.
Research on classroom management and effective behavioral interventions suggests that a system called PBIS leads to better student behavior overall. So what is PBIS and why should schools be using it as their prime behavioral initiative?
PBIS stands for Positive Behavior Interventions and Supports. It is a set of ideas, tools, and strategies that schools use to promote positive behavior and build dynamic school culture. Unlike many punitive behavioral systems, PBIS points a proactive, strategic approach.
Instead of relying on consequences for disruptive behavior, it supports the explicit teaching of the desired behaviors to students and reinforces these behaviors positively.
The PBIS system fits into a three-tiered framework.
In using PBIS tiers, the desired outcome is that eventually, most students are able to learn and thrive in the Tier 1 setting.
Schools have dozens of options when it comes to choosing a behavior system for their learning environment. PBIS strategies stand out because of the many benefits they offers educators and students alike.
One prime benefit is that it was masterfully created with all students in mind. The main focus of the system is to teach and promote positive behavior across the board.
Classroom teachers are trained on Tier 1 best practices and they use these strategies to support all students. Due to its inclusive nature, students who have more complex behavioral needs do not feel excluded. Instead, interventions are offered to them not only on the Tier 1 level but on Tier 2 or Tier 3 levels as well.
This, in turn, helps to build a dynamic school culture. Other benefits include…
● Improving and building social-emotional skills
● Increasing student engagement
● Allowing a focus on academic instruction
● Flexibility
Let’s look at some effective interventions that are used within a PBIS behavior plan. They are divided into sections and will show you the progression of interventions used from Tier 1 (universal) to Tier 3 (most intensive).
A common misconception is that routines, procedures, and behavior expectations are only taught at the beginning of the year.
Positive behavior should be explicitly taught at the beginning, but then also needs to be reinforced consistently throughout the entire school year. The more you talk about, model, and reinforce good behavior, the faster students will naturally show it.
PBIS works best when classroom behaviors are tied to a point and reward system. This means that when students exhibit a desired behavior, they earn points (immediate reinforcers) that can then be exchanged for tangible rewards.
Platforms like LiveSchool help teachers and students keep track of points until enough is earned for rewards from a class or school store. This intervention is perfect for Tier 1 because rewards can be differentiated, which allows for further student choice.
Verbal cues and reinforcing language are important but are not the only ways you can encourage positive behavior. Teaching non-verbal cues or signals to students will help to re-engage learners quickly and with minimal distraction.
Not all students respond well to verbal redirects, especially if they are used consistently. Non-verbals are a perfect alternative and work well for all students.
Classroom narration is not a natural skill but a powerful one. Teachers should use positive narration to proactively encourage good behaviors before students even begin following an instruction.
The great thing about the narration is it can be used at any time in a lesson or unstructured moment, like in the hallway or transition. If students watch teachers observe them and hear positive affirmations, they are more apt to meet the expectation.
This Tier 2 intervention requires student-specific goals and a person who is able to complete the check-in and check-out on a daily basis. It is also important for the person chosen to have a strong relationship with the Tier 2 student.
Every morning before school, the teacher meets with their student(s) to review their goals for the day and see how they are doing. This 1:1 conversation will normally help students to start their day on the right foot.
At the end of the day, the same teacher will meet with their student(s) to go over the highs and lows of the day. Teachers can also use this time to reward great behavior or have more reflective conversations.
Both teachers and students benefit from breaks throughout the day. Some students though need more breaks than others in order to reset and re-engage in classroom learning.
Structured breaks are planned periods of time in which Tier 2 behavior students are able to step away and reset themselves. Students with the ability to self-monitor can eventually move from structured, timed breaks to requested ones.
As teachers identify their Tier 2 behavior students, similar skill gaps may become evident. Skill Builder Interventions would work well in this case because these students would be able to meet in a small group at a designated time during the week.
Here, they will learn specific skills that will help them meet their behavior goals. These skill builder groups could focus on social-emotional topics or help students to build relationships. This intervention is extremely flexible and can be implemented by teachers or counselors, depending on teacher availability.
This intervention is for students who need more consistent touch points than a check-in/check-out system would provide. The highest leverage goal is chosen and a form is made that reflects the student’s daily class schedule.
For younger kids, there could be smiley faces next to each period whereas, for older students, there could be a number system. After each class period, the teacher would fill out the form to share if the student met their goal or did not.
A restorative conversation could then be had earlier in the day if the goal was not met to help students get back on track before moving into their next class.
Though this intervention is more commonly used with students that have ADHD, anxiety, or autism, it can also be used as a Tier 3 intervention for undiagnosed students.
The usage of a sensory tool requires a specific need to be fulfilled, so it will take extra observation and time to determine what will work best. Commonly used sensory tools are flexible seating, rubber pencil grips, and textured items like sandpaper or velcro strips.
Before introducing a sensory tool, teachers should teach students how to use the tool and create boundaries around it.
Though most students catch on and are able to follow a daily schedule easily, some students cannot. This intervention works well for students who need an even more detailed plan.
An individualized schedule can be paired with a check-in/check-out system as well as a behavior plan. The consistent 1:1 check-ins throughout the day as well as a more visual schedule will ensure students are able to stay on track and reset when necessary.
PBIS is a proactive, strategic framework that promotes positive behavior and supports all students in the classroom. Behavior intervention is an important piece of the puzzle when it comes to serving students and helping them learn and grow every day.
As you look forward to the coming school year, be sure to consider implementing PBIS and some of these interventions to better your school culture and environment. Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.
Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started.
To learn what other educators are saying take a look at our PBIS reviews. How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.
Looking for more help with interventions in your school? Check out episode 34 of our podcast where we discussed a practical guide to check-in/check-out for school leaders like you. For more on MTSS and how you can use tiered interventions in your school go give episode 28 of our podcast a listen!
For more on interventions, check out our guide to implementing check-in/check-out with LiveSchool.
Classroom behavior is one of the many things teachers must be able to manage efficiently on a daily basis. Without a strong hold on classroom management, academics can be drastically affected.
Research on classroom management and effective behavioral interventions suggests that a system called PBIS leads to better student behavior overall. So what is PBIS and why should schools be using it as their prime behavioral initiative?
PBIS stands for Positive Behavior Interventions and Supports. It is a set of ideas, tools, and strategies that schools use to promote positive behavior and build dynamic school culture. Unlike many punitive behavioral systems, PBIS points a proactive, strategic approach.
Instead of relying on consequences for disruptive behavior, it supports the explicit teaching of the desired behaviors to students and reinforces these behaviors positively.
The PBIS system fits into a three-tiered framework.
In using PBIS tiers, the desired outcome is that eventually, most students are able to learn and thrive in the Tier 1 setting.
Schools have dozens of options when it comes to choosing a behavior system for their learning environment. PBIS strategies stand out because of the many benefits they offers educators and students alike.
One prime benefit is that it was masterfully created with all students in mind. The main focus of the system is to teach and promote positive behavior across the board.
Classroom teachers are trained on Tier 1 best practices and they use these strategies to support all students. Due to its inclusive nature, students who have more complex behavioral needs do not feel excluded. Instead, interventions are offered to them not only on the Tier 1 level but on Tier 2 or Tier 3 levels as well.
This, in turn, helps to build a dynamic school culture. Other benefits include…
● Improving and building social-emotional skills
● Increasing student engagement
● Allowing a focus on academic instruction
● Flexibility
Let’s look at some effective interventions that are used within a PBIS behavior plan. They are divided into sections and will show you the progression of interventions used from Tier 1 (universal) to Tier 3 (most intensive).
A common misconception is that routines, procedures, and behavior expectations are only taught at the beginning of the year.
Positive behavior should be explicitly taught at the beginning, but then also needs to be reinforced consistently throughout the entire school year. The more you talk about, model, and reinforce good behavior, the faster students will naturally show it.
PBIS works best when classroom behaviors are tied to a point and reward system. This means that when students exhibit a desired behavior, they earn points (immediate reinforcers) that can then be exchanged for tangible rewards.
Platforms like LiveSchool help teachers and students keep track of points until enough is earned for rewards from a class or school store. This intervention is perfect for Tier 1 because rewards can be differentiated, which allows for further student choice.
Verbal cues and reinforcing language are important but are not the only ways you can encourage positive behavior. Teaching non-verbal cues or signals to students will help to re-engage learners quickly and with minimal distraction.
Not all students respond well to verbal redirects, especially if they are used consistently. Non-verbals are a perfect alternative and work well for all students.
Classroom narration is not a natural skill but a powerful one. Teachers should use positive narration to proactively encourage good behaviors before students even begin following an instruction.
The great thing about the narration is it can be used at any time in a lesson or unstructured moment, like in the hallway or transition. If students watch teachers observe them and hear positive affirmations, they are more apt to meet the expectation.
This Tier 2 intervention requires student-specific goals and a person who is able to complete the check-in and check-out on a daily basis. It is also important for the person chosen to have a strong relationship with the Tier 2 student.
Every morning before school, the teacher meets with their student(s) to review their goals for the day and see how they are doing. This 1:1 conversation will normally help students to start their day on the right foot.
At the end of the day, the same teacher will meet with their student(s) to go over the highs and lows of the day. Teachers can also use this time to reward great behavior or have more reflective conversations.
Both teachers and students benefit from breaks throughout the day. Some students though need more breaks than others in order to reset and re-engage in classroom learning.
Structured breaks are planned periods of time in which Tier 2 behavior students are able to step away and reset themselves. Students with the ability to self-monitor can eventually move from structured, timed breaks to requested ones.
As teachers identify their Tier 2 behavior students, similar skill gaps may become evident. Skill Builder Interventions would work well in this case because these students would be able to meet in a small group at a designated time during the week.
Here, they will learn specific skills that will help them meet their behavior goals. These skill builder groups could focus on social-emotional topics or help students to build relationships. This intervention is extremely flexible and can be implemented by teachers or counselors, depending on teacher availability.
This intervention is for students who need more consistent touch points than a check-in/check-out system would provide. The highest leverage goal is chosen and a form is made that reflects the student’s daily class schedule.
For younger kids, there could be smiley faces next to each period whereas, for older students, there could be a number system. After each class period, the teacher would fill out the form to share if the student met their goal or did not.
A restorative conversation could then be had earlier in the day if the goal was not met to help students get back on track before moving into their next class.
Though this intervention is more commonly used with students that have ADHD, anxiety, or autism, it can also be used as a Tier 3 intervention for undiagnosed students.
The usage of a sensory tool requires a specific need to be fulfilled, so it will take extra observation and time to determine what will work best. Commonly used sensory tools are flexible seating, rubber pencil grips, and textured items like sandpaper or velcro strips.
Before introducing a sensory tool, teachers should teach students how to use the tool and create boundaries around it.
Though most students catch on and are able to follow a daily schedule easily, some students cannot. This intervention works well for students who need an even more detailed plan.
An individualized schedule can be paired with a check-in/check-out system as well as a behavior plan. The consistent 1:1 check-ins throughout the day as well as a more visual schedule will ensure students are able to stay on track and reset when necessary.
PBIS is a proactive, strategic framework that promotes positive behavior and supports all students in the classroom. Behavior intervention is an important piece of the puzzle when it comes to serving students and helping them learn and grow every day.
As you look forward to the coming school year, be sure to consider implementing PBIS and some of these interventions to better your school culture and environment. Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.
Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started.
To learn what other educators are saying take a look at our PBIS reviews. How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.
Looking for more help with interventions in your school? Check out episode 34 of our podcast where we discussed a practical guide to check-in/check-out for school leaders like you. For more on MTSS and how you can use tiered interventions in your school go give episode 28 of our podcast a listen!
For more on interventions, check out our guide to implementing check-in/check-out with LiveSchool.
Classroom behavior is one of the many things teachers must be able to manage efficiently on a daily basis. Without a strong hold on classroom management, academics can be drastically affected.
Research on classroom management and effective behavioral interventions suggests that a system called PBIS leads to better student behavior overall. So what is PBIS and why should schools be using it as their prime behavioral initiative?
PBIS stands for Positive Behavior Interventions and Supports. It is a set of ideas, tools, and strategies that schools use to promote positive behavior and build dynamic school culture. Unlike many punitive behavioral systems, PBIS points a proactive, strategic approach.
Instead of relying on consequences for disruptive behavior, it supports the explicit teaching of the desired behaviors to students and reinforces these behaviors positively.
The PBIS system fits into a three-tiered framework.
In using PBIS tiers, the desired outcome is that eventually, most students are able to learn and thrive in the Tier 1 setting.
Schools have dozens of options when it comes to choosing a behavior system for their learning environment. PBIS strategies stand out because of the many benefits they offers educators and students alike.
One prime benefit is that it was masterfully created with all students in mind. The main focus of the system is to teach and promote positive behavior across the board.
Classroom teachers are trained on Tier 1 best practices and they use these strategies to support all students. Due to its inclusive nature, students who have more complex behavioral needs do not feel excluded. Instead, interventions are offered to them not only on the Tier 1 level but on Tier 2 or Tier 3 levels as well.
This, in turn, helps to build a dynamic school culture. Other benefits include…
● Improving and building social-emotional skills
● Increasing student engagement
● Allowing a focus on academic instruction
● Flexibility
Let’s look at some effective interventions that are used within a PBIS behavior plan. They are divided into sections and will show you the progression of interventions used from Tier 1 (universal) to Tier 3 (most intensive).
A common misconception is that routines, procedures, and behavior expectations are only taught at the beginning of the year.
Positive behavior should be explicitly taught at the beginning, but then also needs to be reinforced consistently throughout the entire school year. The more you talk about, model, and reinforce good behavior, the faster students will naturally show it.
PBIS works best when classroom behaviors are tied to a point and reward system. This means that when students exhibit a desired behavior, they earn points (immediate reinforcers) that can then be exchanged for tangible rewards.
Platforms like LiveSchool help teachers and students keep track of points until enough is earned for rewards from a class or school store. This intervention is perfect for Tier 1 because rewards can be differentiated, which allows for further student choice.
Verbal cues and reinforcing language are important but are not the only ways you can encourage positive behavior. Teaching non-verbal cues or signals to students will help to re-engage learners quickly and with minimal distraction.
Not all students respond well to verbal redirects, especially if they are used consistently. Non-verbals are a perfect alternative and work well for all students.
Classroom narration is not a natural skill but a powerful one. Teachers should use positive narration to proactively encourage good behaviors before students even begin following an instruction.
The great thing about the narration is it can be used at any time in a lesson or unstructured moment, like in the hallway or transition. If students watch teachers observe them and hear positive affirmations, they are more apt to meet the expectation.
This Tier 2 intervention requires student-specific goals and a person who is able to complete the check-in and check-out on a daily basis. It is also important for the person chosen to have a strong relationship with the Tier 2 student.
Every morning before school, the teacher meets with their student(s) to review their goals for the day and see how they are doing. This 1:1 conversation will normally help students to start their day on the right foot.
At the end of the day, the same teacher will meet with their student(s) to go over the highs and lows of the day. Teachers can also use this time to reward great behavior or have more reflective conversations.
Both teachers and students benefit from breaks throughout the day. Some students though need more breaks than others in order to reset and re-engage in classroom learning.
Structured breaks are planned periods of time in which Tier 2 behavior students are able to step away and reset themselves. Students with the ability to self-monitor can eventually move from structured, timed breaks to requested ones.
As teachers identify their Tier 2 behavior students, similar skill gaps may become evident. Skill Builder Interventions would work well in this case because these students would be able to meet in a small group at a designated time during the week.
Here, they will learn specific skills that will help them meet their behavior goals. These skill builder groups could focus on social-emotional topics or help students to build relationships. This intervention is extremely flexible and can be implemented by teachers or counselors, depending on teacher availability.
This intervention is for students who need more consistent touch points than a check-in/check-out system would provide. The highest leverage goal is chosen and a form is made that reflects the student’s daily class schedule.
For younger kids, there could be smiley faces next to each period whereas, for older students, there could be a number system. After each class period, the teacher would fill out the form to share if the student met their goal or did not.
A restorative conversation could then be had earlier in the day if the goal was not met to help students get back on track before moving into their next class.
Though this intervention is more commonly used with students that have ADHD, anxiety, or autism, it can also be used as a Tier 3 intervention for undiagnosed students.
The usage of a sensory tool requires a specific need to be fulfilled, so it will take extra observation and time to determine what will work best. Commonly used sensory tools are flexible seating, rubber pencil grips, and textured items like sandpaper or velcro strips.
Before introducing a sensory tool, teachers should teach students how to use the tool and create boundaries around it.
Though most students catch on and are able to follow a daily schedule easily, some students cannot. This intervention works well for students who need an even more detailed plan.
An individualized schedule can be paired with a check-in/check-out system as well as a behavior plan. The consistent 1:1 check-ins throughout the day as well as a more visual schedule will ensure students are able to stay on track and reset when necessary.
PBIS is a proactive, strategic framework that promotes positive behavior and supports all students in the classroom. Behavior intervention is an important piece of the puzzle when it comes to serving students and helping them learn and grow every day.
As you look forward to the coming school year, be sure to consider implementing PBIS and some of these interventions to better your school culture and environment. Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.
Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started.
To learn what other educators are saying take a look at our PBIS reviews. How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.
Looking for more help with interventions in your school? Check out episode 34 of our podcast where we discussed a practical guide to check-in/check-out for school leaders like you. For more on MTSS and how you can use tiered interventions in your school go give episode 28 of our podcast a listen!
For more on interventions, check out our guide to implementing check-in/check-out with LiveSchool.
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