Positive Behavioral Interventions And Support Paper

A term first coined in 1996, Positive Behavioral Interventions and Support (PBIS), is a framework that is used in many school districts in the United States or abroad to establish a positive school culture with tiered levels of social and behavioral support (Sugai and Horner 2020). Sugai and Horner state that “PBIS is not a specific program or curriculum but instead a multitiered framework for organizing and achieving capacity to implement effective academic and behavioral practices.” The impetus for creating such a framework was the desire to improve school cultures and to make behavioral interventions preventive and proactive rather than reactive. Theoretically, it was decided that teachers could be more successful in controlling their classrooms

With such positive outcomes, there is no question as to why PBIS is a popular practice in education currently. Although Tier I intervention seems to be a cure-all for behavioral issues, it may not be enough for all of the students at a given institution of learning. Tier II is more intensive social skill and behavior intervention for approximately 15% of the student population or those students that exhibit “at-risk” behavior. Students will receive more instruction in small groups, their data is analyzed more frequently, and evidence-based practice may be utilized to provide a more structured approach to assist the students (Simonsen and Myers 2015). Tier II interventions have the following characteristics: they should be able to fit the daily routine, they should be implemented by staff that is trained and familiar with the intervention, they should align with school-wide expectations, they should remediate behavior, and they should be completed with fidelity (Bruhn et al., 2001). al.

Tier III intervention is much more time consuming for the teachers and staff members that are responsible for providing this level of support. Students that need Tier III support are usually nonresponsive to Tier I and Tier II intervention or their behaviors are too severe. This level of support is much more intensive and more so examined on an individual level. It is suggested that this level of intervention be carried out in teams with collaboration from individuals that are familiar with conducting Functional Behavioral Analysis (FBA) and Behavioral Intervention Plans (BIP). First, the problem solving team or the behavior team would obtain consent from parents or caregivers. A student that requires Tier III support would demonstrate a need for behavioral support, members of the team would observe that student in an effort to determine the operational definition of the behavior, the ABCs of the student’s behavior, and finally the function. The ABCs of behavior include the antecedent (what occurs directly before the target behavior), behavior (a description of the behavior and its duration), and finally the consequence (what happens after the