POSITIVE

BEHAVIORAL
INTERVENTIONS AND
SUPPORTS
Shannon Creedon
 What is Positive Behavioral
Intervention and Support
◦PBIS is “a practice of a systems approach based on behavior to
improve the capacity of schools, families, and communities
with the aim of building effective settings that enhance the
harmony or connection among practices validated by research
and the settings where teaching and learning happen. It is
focused on building and maintaining school settings that
enhance behavioral outcomes for all children and youth
through decreasing the effectiveness, efficiency, and
relevance of problem behavior and increasing the functionality
of desired behavior” (Ogulmus, k. 2016).
 Why PBIS is important
◦Explicitly teaches appropriate, positive
behaviors
◦Creates an environment that accepts
positive behaviors rather than negative
behaviors (andreou, T.E, 2015).
 Key elements
◦ The whole school focuses on how important the students
environment is when encouraging appropriate behaviors and
discouraging inappropriate behaviors.
◦ There are always a set of behavioral expectations and goals.
◦ A whole team approach for implementing behavioral interventions
and procedures.
◦ Using data collection and data analysis during staff decision making.
◦ Using a tiered intervention plan.
◦ Consistently reinforcing positive student behavior.
◦ Being explicit and clear when teaching positive student behavior.
◦ (McIntosh, K., 2015).
 Reinforcement VS ”punishment”

◦Reinforcement is when a behavior is followed by something

good like being praised or by taking away something bad like
chores. (Muscott, H., 2008).
◦“Punishment” is when a behavior is followed by something
bad like an unfavorable task or when a behavior is followed
by taking away something good like the loss of a privilege.
(Muscott, h., 2008).
◦PBIS focuses more on reinforcing behaviors because it
establishes a more positive environment while also having
positive behaviors repeating themselves due to them being
reinforced. . (Muscott, h., 2008).
 PBIS tiers
◦PBIS focuses on three different tiers.
◦The tiers are used as frameworks for staff to
use to make decisions about interventions that
should be used with students who are a part of
the different tiers.
◦The tiers prioritize the intensity of
interventions for behaviors that students are
receiving in each tier.
◦(Noltemeyer, Amity., 2019).
 Tier One
◦All students receive tier one interventions.
◦These systems work school wide for all students, staff, and
settings.
◦During these interventions, staff should discuss school
expectations for behaviors in an explicit way.
◦There should be examples provided that show what kinds
of behaviors are expected in various settings that are a
part of the school like the cafeteria, library, or gymnasium.
◦Consistent reinforcement is key to this tier.
◦(Noltemeyer, Amity., 2019).
 Tier Two

◦Tier two brings together a specialized group for

students who are still struggling with behaviors even
after tier one interventions.
◦This tier includes additional instruction on what kind of
positive behaviors are expected in school.
◦Extra reinforcement when these students portray
positive behaviors.
◦Small group activities with a counselor.
◦Have an adult mentor that they meet with periodically.
◦(Noltemeyer, Amity., 2019).
 Tier Three
◦Tier 3 supports are more individualized and specialized to
the student who is believed to need tier 3 interventions.
◦Administer a functional behavioral assessment to determine
events proceeding and following the negative behaviors.
◦Create an individualized behavioral plan.
◦The student should have counseling that is based on the
individual problem that is continuously happening.
◦Coordination with the family.
◦Therapy with mental health professionals.
◦(Noltemeyer, Amity., 2019).
Video Example
◦ https://www.youtube.com/watch?v=GJROcj2qG9E
Works Cited
◦ Andrea, T. E., McIntosh, K., Ross, S. W., & Kahn, J. D. (2015). Critical incidents in sustaining school-wide
positive behavioral interventions and supports. (). Retrieved from ERIC Retrieved from
https://ezproxy.bu.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview
%2F1773218028%3Facc
◦ McIntosh, K., Kim, J., Mercer, S. H., Strickland-Cohen, M., & Horner, R. H. (2015). Variables associated with
enhanced sustainability of school-wide positive behavioral interventions and supports. ().
doi:http://dx.doi.org.ezproxy.bu.edu/10.1177/1534508414556503 Retrieved from ERIC Retrieved from
https://ezproxy.bu.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F1871572496%3Fac
◦ Muscott, H. S., Mann, E. L., & LeBrun, M. R. (2008). Positive behavioral interventions and supports in new
hampshire: Effects of large-scale implementation of schoolwide positive behavior support on student
discipline and academic achievement. Journal of Positive Behavior Interventions, 10(3), 190-205. Retrieved
from https://
ezproxy.bu.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F218786492%3Facc
◦ Noltemeyer, Amity1, Palmer, Katelyn, James, Anthony G., Petrasek, Michael, Bowman-Perrott, Lisa, (2019).
Disciplinary and Achievement Outcomes Associated With School-Wide Positive Behavioral Interventions and
Supports Implementation Level. School Psychology Review, 48(1), 81–87. https://doi-
org.ezproxy.bu.edu/10.17105/SPR-2017-0131.V48-1
◦ Ögülmüs, K., & Vuran, S. (2016). Schoolwide positive behavioral interventions and support practices: Review
of studies in the journal of positive behavior interventions *. Kuram Ve Uygulamada Egitim Bilimleri, 16(5),
1693-1710. doi:http://dx.doi.org.ezproxy.bu.edu/10.12738/estp.2016.5.0264