Positive Behavior Interventions

Positive Behavior Interventions and Supports (PBIS) Positive Behavior Interventions and Supports (PBIS), is a data based approach for schools to use to reinforce positive behaviors in students; and deter negative behaviors before they begin or escalate. PBIS believes all children can learn! Student behavior will not change until adult behavior changes. Behaviors are learned and taught through the environment, are both positive and negative, and are how we communicate. PBIS is to support all children. Not all children go to school motivated and responsible. PBIS is implemented by a team called a Universal Team. The members are teachers, administrators, support staff, the community, parents and students. PBIS is not just between the
The first tier is meant to reinforce positive behaviors, and reduce the number of behavior problem before they begin. Tier one consists of breaks, consequences, praise, rewards and ‘other’. Breaks are movement breaks, drink or snack breaks, have a child go for a walk or run an errand. Anything that gives a child(ren) a break from what they are doing and can get them refocused. Consequences are what could happen if a child is still having difficulty even with positive reinforcement. These should be made clear and predictable. This may include, a call or note home, having to miss recess to finish class work, take away unstructured time, or take away another privilege. Praise consists of praising the child(ren) for good behavior. This includes praising children frequently, praising when cooperative and well behaved, praising when they project a positive attitude and are cooperative, and when a child is able to stay on task and completes work. Rewards are simple and concise and should match the behavior. This may be a simple positive note home, incentives, and reward systems. The Other category is more for the teacher to follow to support the other areas through creating a positive environment in the classroom. This includes seating arrangements, setting classroom routines and expectations, being proactive and engaging with the children, and being reactive. Reactive is a great way to engage a child who otherwise may not participate. This can be done through eye contact, stay in the area of the room the child is in, and ask them questions. In a case when a child may be getting ready to act out this would be helpful too. The teacher should then ask the child to show them the way they should be behaving. Do not draw attention to the child acting