Information and Resources for the Classroom Teacher on Positive Behavioral Interventions and Supports

1. PBIS and You
Information and Resources for the Classroom Teacher on
Positive Behavioral Interventions and Supports

2. Information gathered and presented by
Michael Merritt and Bobby Emberley
July 2014
Online Resources
https://www.pbis.org/
http://www.pbisworld.com/
http://www.wrightslaw.com/ (Special Education Law Website)
http://www.nasponline.org/resources/factsheets/pbs_fs.aspx
http://www.nea.org/assets/docs/PB41positivebehavioralinterventions2012.pdf

3. What is PBIS?
According to the website pbisworld.com “PBIS (positive behavior interventions and
supports) is an architecture for addressing behavior through the prevention-oriented
structuring of research-based interventions and supports in a hierarchical and
progressive manner for the purpose of improved behavioral and academic outcomes.”
Let’s break the first definition down a little bit. First, PBIS is an architecture or
framework for dealing with behaviors. It is not a curriculum or a clearly scripted
formula for dealing with behaviors. It is more of a mindset and way of thinking. Second, it is positive and
prevention-oriented. Whereas previous behavior models were highly authoritarian and discipline-oriented, PBIS focuses
on rewarding correct behavior (positive) and preventing problem behaviors before they even happen
(prevention-oriented). Finally, PBIS is researched-based. It is not simply someone’s opinion of a better way to deal with
problem behaviors. Rather it is based firmly in a scientific understanding of human behavior and the behavioral and
academic results bear this out.
PBIS is founded on the idea that all behavior serves one of two functional purposes: getting
or escaping. For instance, if a student puts his head down on his desk and refuses to do a
math worksheet his behavior serves a purpose. Two potential purposes may be that he wants
to escape the assignment (escape) or that he wants attention (getting). A traditional discipline
approach would punish the student for his poor behavior. PBIS seeks to use the student’s
desire to escape or get as leverage for correct behavior. If a student wants attention, the
teacher may arrange for high doses of appropriate attention in order to prevent the student’s
refusal. If the student wants to escape the assignment the teacher may allow the student to
do so under certain conditions. This is simply one example of how PBIS interacts with student
behavior in a different way. The important thing to remember is that all behavior serves a
functional purpose: either to get or escape.

4. How is PBIS aligned with the law (IDEA)?
Did you know:
Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997
amendments to the Individuals with Disabilities Education Act. http://pbi.sagepub.com/content/2/3/131.short
An important message is that positive behavioral interventions and supports involve the whole school, and successful
implementation emphasizes the identification, adoption, and sustained use of effective policies, systems, data-based
decision making, and practices.
Positive Behavioral Supports has held a unique place in special education law since Congress amended the Individuals
with Disabilities Education Act (IDEA) in 1997. Referred to as Positive Behavioral Interventions and Supports in IDEA,
PBIS is the only approach to addressing behavior that is specifically mentioned in the law. This emphasis on using
functional assessment and positive approaches to encourage good behavior remains in the current version of the law
as amended in 2004. http://www.nea.org/assets/docs/PB41positivebehavioralinterventions2012.pdf
Knowing now that PBIS is part of IDEA, does it apply to IEPs?
If the child's behavior impedes the child's learning or that of others, must the IEP Team develop a plan to
address these problem behaviors?
Yes. If the child's behavior impedes his learning or the learning of others, the IEP team must include strategies,
including positive behavioral interventions, supports, and other strategies to address that behavior. If the child's
behavior that impedes learning is not addressed in the IEP, the IEP Team must review and revise the IEP to ensure that
the child receives appropriate positive behavioral interventions and supports and other strategies. (34 C.F.R. §
300.324(a)(2)(i) and 34 C.F.R. § 300.324(a)(3)(i). (Pat Howey) http://www.wrightslaw.com/howey/iep.special.factors.htm

5. Why would you want to start using it at your school?
Previous behavior models are ineffective. “Exclusion and punishment are the most common responses to conduct disorders in school” (Lane and
Murakami). Yet, they are also “ineffective at producing long-term reduction in problem behavior” (Costenbader and Markson). In contrast PBIS is an
evidence based system that focuses on creating a positive school culture and environment. PBIS can be implemented for just one student, for an
entire classroom, and school wide (SWPBIS).
The following studies give significantly favorable statements regarding various schools’ implementation of PBIS (pbis.org):
1. Horner, R., Sugai, G., Smolkowski, K., Todd, A., Nakasato, J., & Esperanza, J., (in press). A Randomized Control Trial of School-wide Positive
Behavior Support in Elementary Schools. Journal of Positive Behavior Interventions.
This paper documents that typical state agents were successful in implementing SWPBS practices, and that these practices were experimentally
linked to improved perception of school safety, with preliminary support that implementation was associated with improved proportion of students
at 3rd
grade who met the state reading standard.
2. Bradshaw, C., Koth, C., Bevans, K., Ialongo, N., & Leaf, P. (in press). The impact of school-wide positive behavioral interventions and supports
(PBIS) on the organizational health of elementary schools. School Psychology Quarterly.
Bradshaw et al., document that implementation of school-wide PBIS by typical implementation personnel was successful in achieving high fidelity of
adoption, and improved “organizational health” within the schools.
3. Bradshaw, C., Reinke, W., Brown, L., Bevans, K., & Leaf, P. (2008). Implementation of school-wide positive behavioral interventions and supports
(PBIS) in elementary schools: Observations from a randomized trial. Education and Treatment of Children, 31, 1-26.
The authors document a randomized control trial of SWPBIS with observations from school implementers.
4. Bradshaw, C., Mitchell, M., & Leaf, P. (in press). Examining the effects of school-wide positive behavioral interventions and supports on student
outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions.
This randomized control trial documents experimentally that implementation of SWPBIS was related to (a) high fidelity of implementation, (b)
reduction in office discipline referrals, (c) reduction in suspensions, and (c) improved fifth grade academic performance.

6. How do you get started?
Here are several key steps to follow that will put you on track for implementing PBIS in your school (Taken from Horner
and Sugai):
· Define and teach positive social and behavioral expectations
· Acknowledge and/or reward positive behavior
· Arrange consistent consequences for problem behavior
· On-going collection and use of data for decision-making
· Continuum of intensive, individual interventions.
· Administrative leadership – Team-based implementation
Let’s focus in on the second key step: acknowledge and/or reward positive behavior. One way to start this is to
implement a token economy in your school. Token economy is “a structured reinforcement system for individuals
and/or classrooms” (Jason Travers). Within this system a school can pick certain behaviors they want to see increased
and reward tokens when those behaviors are observed. Students may then cash in those tokens at a specified location
to earn rewards. This puts the focus on rewarding correct behavior rather than responding in a punishing way for
incorrect behavior.
Want to learn more and see it in action?
Check out this video on YouTube:
What is PBIS?
Ready to try it out?
Be sure to visit PBIS World.com and examine the three tiers of interventions for the behaviors you are trying to
address.

7. What are possible stumbling blocks to be aware of?
There are at least two stumbling blocks to be aware of as schools seek to implement PBIS. The first is the factor of
time. Positive Behavioral Supports and Interventions may take time in order to see results. Don’t be discouraged if
problem behaviors don’t immediately fade into the background. PBIS is not the magic bullet for students who have
more chronic and severe behavioral struggles. PBIS will be more effective long-term than previous disciplinary
measures. However, those looking for a quick fix for students who pose a more acute challenge to teachers and
administrators will be disappointed if they expect PBIS to solve all their problems.
The second thing to be aware of is that while much research in recent years has been devoted to PBIS, it is still a
relatively new concept and is subject to new scientific findings. “Because the roots of PBS are in applied experimental
analysis of behavior, the evidence for PBS, at this time, is primarily derived from single subject designs. This research,
while not in the traditional empirical mode, is nevertheless rigorous, generalizable, and strong in social validity” (Sugai
& Horner, 2002). Also, “Most experts in the field agree that school-wide PBS is in its infancy” (Dunlap, 2006). So the
research and implementation within schools are relatively new. As such, concepts and ideas are subject to ongoing
change.
Want to find out more?
PBIS.org has a wealth of well organized information on Positive Behavioral Interventions and Supports as well as the
use of Functional Behavior Assessments (FBA) and Behavior Support Plans (BSP).

8. References
Barrett, S., Bradshaw, C., & Lewis­Palmer, T. (2008). Maryland state­wide PBIS initiative. Journal of Positive Behavior Interventions, 10,
1005­114.
Benedict, E., Horner, R.H., & Squires, J. (in press). Assessment and implementation of Positive Behavior Support in preschools. Topics in Early
Childhood Special Education.
Biglan, A. (1995). Translating what we know about the context of antisocial behavior in to a lower prevalence of such behavior. Journal of
Applied Behavior Analysis, 28, 479­492
Blonigen, B., Harbaugh, W., Singell, L., Horner, R.H., Irvin, L., & Smolkowski, K. 2008). Application of economic analysis to school­wide positive
behavior support programs. Journal of Positive Behavior Interventions
Token Economy for Middle­Aged Children by Jessica Humphrey, University of Pittsburgh