PBIS

Be sure to visit our Behavior Resources webpage to better understand the process. 

The main goal of Positive Behavior Interventions & Supports (PBIS) is to move away from the idea that the child is the problem and instead recognize that the child is having a problem. By understanding the “why” behind a behavior, you can teach them a more positive way to get their needs met.

Positive Behavior Interventions & Supports (PBIS) is an assessment-based process to develop effective, individualized interventions to address challenging behavior. Support plans focus on proactive and educational approaches. PBIS always involves:

1. decisions based on data
2. using functional behavior assessment (FBA)
3. proactive and positive teaching of appropriate behaviors
4. monitoring the impact of interventions.

School-Wide Positive Behavior Interventions & Supports can be a foundation for teaching, encouraging, and rewarding expected behaviors throughout the whole school building/district.

• More on  School-Wide PBIS 

These fact sheets from Family Matters include ideas to implement PBIS at home and at school.

• Positive Behavioral Intervention and Supports at Home Fact Sheet Family Matters
• نشرة حقائق دعم السلوك والتدخلات الإيجابية في المنزل (العربية)
• Hoja informativa: Intervenciones y apoyos para reforzar el comportamiento positivo en casa (español)

• Positive Behavioral Intervention and Supports at School Fact Sheet Family Matters
• نشرة حقائق دعم السلوك والتدخلات الإيجابية في المدرسة (العربية)
• Hoja informativa: Intervenciones y apoyos para reforzar el comportamiento positivo en la escuela (español)

Adults often have two different approaches to dealing with problem behaviors. One belief is that the child is a problem, and the other is that the child has a problem. These different approaches are based on different beliefs. PBIS tells us the child is never the problem.

Explain positive vs punitive.

Behaviors are governed by their consequences. We need to understand what works for that child, and look beyond an outburst. 

• If John gets into a fight and is suspended, we usually see that as a punishment. However, if John actually dislikes being at school, the suspension might feel like a “win” to him because he gets to stay home. In this case, he might learn that fighting is a successful way to avoid school in the future.

• Billy is a 6th grader who shuts down, yells, or throws his schoolwork when asked to complete a task. Instead of just using punishment, a Functional Behavioral Assessment (FBA) helps us find the root cause. For Billy, we might discover he is struggling with a 2nd-grade reading level or is feeling overwhelmed by family stress at home. Punishing him doesn’t give him the actual reading support or emotional tools he needs to succeed.

Many of us have learned to deal with problem behaviors by doing nothing until they occur. After a child uses the behaviors, we punish. Punishment does not teach new skills, though, its goal is to stop problem behaviors from continuing. The goal of PBIS is to stop problem behaviors.

Any time a child uses a behavior that is successful in meeting a need, the behavior is likely to be repeated. The behavior serves a function for the child.  Most people agree that we need to have consequences for problem behaviors.

We must also focus on teaching the positive behavior skills we would like to see. If we can understand the function of problem behaviors, we can teach a child more positive behaviors that serve the same function,  and the problem behaviors are no longer needed.

What does the law say?

PBIS is the only approach to addressing behavior that is specifically mentioned in federal law. The Individuals with Disabilities Education Act (IDEA) requires a FBA whenever a child with a disability has his or her current placement changed for disciplinary reasons. Behavior intervention plans are not exclusive to discipline.

The evaluation requirements of IDEA make it clear that children must be evaluated in all areas related to the suspected disability. This means that if your child has problem behaviors that are not improving, your child may need an evaluation to examine the behaviors more closely.

Additional Resources

• MiMTSS Michigan’s MTSS Technical Assistance Center helps intermediate and local school districts implement and sustain a multi-tiered systems of support (MTSS) to improve student outcomes in behavior and learning.
• Positive, Proactive Approaches to Supporting Children with Disabilities: A Guide for Stakeholders OSERS 
• Positive Behavior (Interventions and) Support: An Individualized Approach for Addressing Challenging Behavior Vanderbilt University
• Technical Assistance Center on Positive Behavioral Interventions and Supports OSEP

We have a series of webpages to help understand behavior:

Accommodations/Modifications Sometimes an accommodation or modification to the classroom or the curriculum is the solution to a challenging behavior
Behavior Intervention Plan A written plan that identifies problem behaviors and how they will be addressed.
Behavior is Communication All behavior happens for a reason, but why?
Bullying Definitions, actions to take, specific protections for students with disabilities.
Discipline Covering discipline, suspension, expulsion, manifestation determination review.
Functional Behavior Assessment/Analysis A process for collecting data and analyzing the function of (ie- the reason why) a challenging behavior is occurring.
Positive Behavioral Interventions & Supports An approach to addressing challenging behaviors that teaches positive behavior skills rather than just using punishment.
Seclusion and Restraint “Seclusion” means the confinement of a pupil in a room or other space from which the pupil is physically prevented from leaving. “Restraint” means an action that prevents or significantly restricts a pupil’s movement.
Sensory Processing dysfunction can be seen as noncompliance or bad behavior.
School-Wide PBIS A building-wide initiative to support all students in school.