Positive Behavior Interventions and Support (PBIS) is a framework or approach consisting of intervention practices and organizational systems that are used to establish social culture, learning and teaching environments as well as identifying individual behavior supports needed to achieve academic and social success for all students. PBIS is not a specific "model" but a collection of effective practices, interventions, and systems that have a long history of empirical support and development. In addition, PBIS has relevant applications to educating all students in schools, not just students with disabilities.
PBIS emphasizes a preventive perspective that is conceptualized within a multi-tiered logic. Specifically, a three-tiered approach has been adopted (Lewis & Sugai, 1999; Sugai et al., 2000; Walker et al., 1996).
|Primary||Preventing the development of new cases of problem behaviors for all students and staff, across all settings (i.e., school-wide, classroom, and nonclassroom settings).|
|Secondary||Reducing the number of existing cases of problem behaviors by establishing efficient and rapid responses to problem behavior.|
|Tertiary||Reducing the intensity and/or complexity of existing cases of problem behavior that are resistant to primary and secondary prevention efforts.|
Effective implementation of an evidence-based practice requires four interactive elements that enable continuous monitoring, informed decision making, and continuous self-enhancement:
- Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators.
- Practices: interventions and strategies that are evidence based.
- Data: information that is used to identify status, need for change, and effects of interventions.
- Systems: supports that are needed to enable the accurate and durable implementation of the practices of SWPBS.
Schools Trained in Postive Behavior Supports:
Burncoat Street Prep.
Canterbury Street Magnet
New Citizens Center