At its heart, PBIS calls on schools to teach students positive behavior strategies , just as they would teach about any other subject — like reading or math. In schools that use PBIS, all students learn about positive behavior. This includes kids with IEPs and plans.
PBIS recognizes that students can only meet behavior expectations if they know what the expectations are. And they use a common language to talk about it. According to research , PBIS leads to better student behavior.
In many schools that use PBIS, students get fewer detentions and suspensions. They also earn better grades. Schools teach expected behaviors through explicit instruction, with opportunities for students to practice behavior and get feedback. School staff members are consistent in how they encourage expected behavior and discourage misbehavior.
Learn more about explicit instruction. Tier 1: Universal, schoolwide system for everyone. All students at the school learn basic behavior expectations, like respect and kindness. School staff recognize and praise students for good behavior. Sometimes, they use small rewards, like tokens or prizes, to recognize kids. Tier 2: Extra, targeted support for struggling students. Some kids have a harder time with behavior expectations. The school gives these kids evidence-based interventions and instruction.
For example, some students may struggle with social interactions. Although initially established to disseminate evidence-based behavior interventions for students with Behavior Disorder l, the National TA Center on PBIS shifted focus to the school-wide behavior support of all students, and an emphasis on implementation practices and systems. As a result, PBIS is defined as a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all students.
Finally, the important supportive relationship between positive school- and classroom- wide culture and individual student success is emphasized. In response, researchers at the University of Oregon began a series of applied demonstrations, research studies, and evaluation projects. These efforts indicated that greater attention should be directed toward prevention, research-based practices, data- based decision-making, school-wide systems, explicit social skills instruction, team-based implementation and professional development, and student outcomes.
Given the results of their work in the s, researchers at the University of Oregon successfully competed for the opportunity to develop the PBIS Center. We loved talking about direct instruction, we were all about building relationships or designing reward systems. But too often, we just assume that somehow people would figure out how to do that.
So part of what PBIS brings is it brings an elegant, tiered system of strategies that are braided together with effective systems that are designed to: 1 allow them to sustain, 2 allow them to maintain high quality, and 3 allow them to adapt to the unique culture community and demands of little schools, big schools, high schools, elementary schools and et cetera.
Jenny Stonemeier: Tell us about your early connection to this work. How did you come to this work? Rob Horner: Well, I came to this party from having worked in residential support and being in an instructional roll within schools. And also it was part of the timing was just so great. I had the opportunity to be at the University of Oregon. We were doing extensive amount of research with students with severe disabilities, focusing not just on their behavioral issues but also in academics.
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