PBIS Basics
This school-wide framework promotes positive behavior instead of focusing only on punishment.
What is PBIS?
This approach is preferred over traditional discipline because it focuses on understanding the function of behavior, preventing future challenges, and teaching replacement skills rather than simply punishing students.
What is the Positive Solutions Informal Process?
These three letters organize data collection to help identify the function of behavior.
What are the ABCs of Behavior Charting? (Antecedent, Behavior, and Consequence)
These are the three steps when creating a behavior support plan.
What are Prevent, Respond, and Teach?
After implementing a plan, the team monitors progress, reviews data, evaluates intervention effectiveness, and makes changes as needed. This final step of the Positive Solutions Informal Process involves doing this.
What is Reflect and Adapt?
These are five benefits of PBIS.
What are reducing disciplinary incidents, improving school culture, increasing academic achievement, fostering emotional well-being, and improving teacher outcomes?
These are the 5 W's of Positive Solutions.
What are:
Who: The team surrounding the child
What: A student-centered, data-driven process that includes proactive supports, responsive strategies, and teaching new skills.
When: When a student demonstrates ongoing behavior that requires support beyond Tier 1.
Where: Behavior may occur in the classroom, around the school, or at home.
Why: To collaboratively understand and support student behavior before moving to a Tier 3 Functional Behavior Assessment (FBA).
When describing a student's behavior, there are five important things you should include.
What are:
These strategies are used before challenging behavior occurs by reducing triggers and increasing student success.
What are prevention strategies? (i.e visual schedules, seating changes, breaking tasks into smaller steps, building relationships, and modifying the environment.)
These practices help students repair relationships after challenging behavior.
What are restorative practices?
This tier is designed for students who need additional support beyond universal classroom strategies.
What is Tier 2?
This explains when to begin using the Positive Solutions process.
What is when behavior is continuous and requires support beyond Tier 1?
After collecting ABC data, this helps teams determine what a student's behavior is communicating.
What is developing a hypothesis?
After preventing challenging behaviors by adjusting the environment, these strategies teach students appropriate skills to replace the behavior, such as communication, self-monitoring, asking for help, and tolerating delayed reinforcement.
What are replacement skills?
These are the five restorative questions.
What is:
The Positive Solutions Informal Process is most appropriate when this occurs.
What is when a student demonstrates a continuous behavior that persists beyond Tier 1 supports?
Put the four steps in order.
What are Describe the Behavior, Identify the Why, Create a Plan, and Reflect & Adapt?
This is how teams develop a hypothesis about challenging behavior.
What is looking for patterns that explain why the behavior is triggered and/or maintained?
After selecting a replacement skill, teachers should do these four things.
What are teach it, provide opportunities to practice, reinforce it, and use it in natural settings?
Instead of sending the student to the office, teachers should take on this role by recognizing big emotions and helping students problem-solve for next time.
What is being an SEL coach?
This process is student-centered, collaborative, and data-driven before considering a Tier 3 Functional Behavior Assessment.
What is the Positive Solutions Informal Process?
There are five of these that guide the Positive Solutions approach.
What are the 5 W's?
This is the ultimate goal of collecting ABC data.
What is identifying the function (purpose) of the behavior?
These are the seven responsive strategies used to respond appropriately to challenging behavior.
What are:
Scenario: Currently during independent writing, Victoria puts her head down, refuses to begin her assignment, and tears up her worksheet. This behavior occurs frequently throughout the week and usually ends when she is allowed to leave the classroom for a break.
What is:
Hypothesis: Victoria may be engaging in the behavior to escape or avoid difficult writing tasks because leaving the classroom removes the demand.
Prevent: Break the writing assignment into smaller chunks, provide a graphic organizer or sentence starters, give a visual schedule and check in before independent work begins.
Respond: Use calm redirection and teacher proximity, offer a predetermined break card instead of allowing escape through challenging behavior, use positive reinforcing language when she re-engages.
Teach New Skills: Teach to appropriately request a break or ask for help and teach self-monitoring or a coping strategy when she begins to feel overwhelmed.