PBIS: Positive

Behavioral
Interventions &
Supports
Thalia Shatah

March 24, 2019 Focus on PBIS

The Purpose
The broad purpose of PBIS is to improve
the effectiveness efficiency, and equity of
schools and other agencies. PBIS improves
PBIS in the social, emotional and academic outcomes
Classroom for all students, including students with
disabilities and students from
• Classroom underrepresented groups. PBIS is funded
PBIS Practices
by the U.S. Department of Special
• Systems Education Programs and the office of
Elementary and Secondary Education. The
Technical Assistance Center on PBIS
• Data
supports schools, districts, and states.
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PBIS In
the
Classroom
Cont.

Referred to in many ways including, PBIS, Positive

Classroom Behavior Support (PCBS), Positive and Proactive
Classroom Management
Practices, Systems, and Data come together to promote desired
outcomes for students and Educators in the Classroom.

• Classroom PBIS Practices- Include preventative and responsive

approaches that may be effectively implemented with all students in a
classroom and intensified to support small groups or a few individual
students.
! School-level Supports – Implementation of school-wide Tier 1 practices
that include acknowledging appropriate behavior, and responding to
inappropriate behavior. School-wide MTBF implementation.
Appropriate supports for staff provided, including leadership teaming,
supporting leadership policy, coaching, and implementation
monitoring.
! Classroom-level Supports- Tier 1 classroom system for teaching
expectations, providing acknowledgments, and managing rule
violations linked to school-wide MTBF. Classroom management
decisions are based on classroom behavioral data, and effective
instructional strategies implemented with fidelity. Curriculum
matched to student and data.
Questions for teachers to ask:
1. Are the foundations of effective classroom PBIS in place?
2. Are proactive and positive classroom PBIS practices implemented
consistently?
3. Does data show that students are still engaging in problem behavior?
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• Systems- Refers to the structures and supports

district and school leadership teams provide to
enhance teachers’ implementation of classroom
PBIS practices with fidelity.
! Settings- The physical layout of the classroom
is designed to be effective.
! Routines- Predictable classroom routines are
developed and taught.
! Expectations- Three to five classroom rules
are clearly posted, defined, and explicitly
taught.
Questions for teachers to ask:
1. Are foundational school-wide systems in place for all
staff to enable successful implementation?
2. Do all staff know what they are implementing and if
they are doing it accurately?
3. Does data indicate that students are implementing
PBIS effectively?

“In my world there • Data- Are an active, dynamic part of decision-

are no bad kids, making in the classroom that allow educators to
identify patterns of strengths and needs. These
just patterns allow educators to continue, adapt, or
impressionable, modify classroom PBIS practices and systems.
conflicted, young ! Counting- Record how often or how many
times a behavior occurs (commonly known as
people wrestling frequency).
with emotions and ! Timing- Record how long a behavior lasts
impulses trying to (also known as duration).
! Sampling- Estimate how often a behavior
communicate their occurs during part of an interval, the entire
feelings and needs interval, or at the end of the interval.
the only way they ! ABC Cards, Incident Reports, or Office
Discipline Referrals- Record information
know how to.” about the events that occurred before, during,
and after behavior incident.
-Janet Lansbury Questions for teachers to ask:
1. Are core/enhanced features of practices & systems
implemented with fidelity?
2. Are the individuals experiencing desired outcomes?
3. What is the nature of the problem?
4. What action plan will enhance implementation?

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Emotional First Aid

Used when the teacher wishes to “cool off”
the student, resolve the problem quickly,
and return the student to the activity.
1. Drain Off Frustration Acidity- Allow
the student to vent his or her
emotions, but assist the child in
regaining control and calming down.
“When we
Once the student is calm explain
gently, but also firmly, why a rule or understand
direction is necessary and why it how a child’s
must be followed. challenging
2. Support for the Management of
Emotions- Provide support to the
behaviors serve
student when built up feelings and as
emotions surface. This technique is communication
often used when the student has we can devise
been victimized or has a personal
strategies that
problem.
3. Communication Maintenance- This teach the child
type of intervention attempts to to
prevent the student from breaking off communicate
communication with others. Teachers
in more
should try to continue conversation
with the child regardless of the topic. desirable
4. Regulation of Behavior and Social ways.”
Traffic- This strategy includes the
consistent application of rules and
guidelines by a calm, patient adult.
5. Umpire Services- The teacher makes
a judgment in cases of inter-child and
intra-child conflict after having
viewed all available information.

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Five Must Have Classroom Management Apps, Tools, and

Resources

1. NetSupport School- This software allows instructors to monitor and

interact with any student desktop or device in real-time. It also allows
instructors to deliver lesson content and assessments, show a screen to selected
students, and promote digital citizenship and responsibility with Internet and
application usage controls. This software also aids in student collaboration by
providing group chat, and showcasing streams. It allows the instructor to
demonstrate positive digital interaction.

2. ClassDojo- This app is used in 90% of K-8 schools in the United States. It is a
simple, fun way to manage classroom behaviors and keep students on task. With
this tool you are able to award your students with points for positive behaviors
and subtract points for negative behavior. Each student gets a customizable
‘monster’ avatar for his or her profile and points. The app listed predefined
positive and negative behaviors but teachers are able to add their own. Parents
are also able to monitor their children’s points in real-time.

3. Socrative- This is a student response system that engages students in the

learning process and gives the teacher immediate insight into student
understanding. Teachers are able to post questions in a variety of ways
including multiple choice, true/false, or short answer. Socrative allows for
teachers to also give exit tickets, and it features the game SpaceRace, where
students race in spaceships across the device when answering questions
correctly.

4. Google Classroom- This allows the teacher to most of their classroom tasks
in one location. Through this tool teachers are able to make announcements,
administer quizzes or surveys, and assign and grade assignments and
homework. The apps integrated with this tool also automatically save student
work without them having to do so.

5. Stick Pick- Allows the educator to differentiate instruction and manage

student responses. This helps teachers categorize students based on their
proficiency level, and the app will pair students with questions best suited for
them. The app also allows for the teacher to pick students at random, which is

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References

Lynch, M. 5 Must-Have Classroom Management Apps, Tools, and Resources.

(2017). Education week.

McIntyre, T. The Life Space Interview (LSI) & Life Space Crisis Intervention
(LSCI). (2002). www.behavioradvisor.com

PBIS: Positive Behavior Interventions & Support. PBIS in The Classroom.

(2017). OSEP Technical Assistance Center.