Intervention Grid for Positive Behavioral Interventions and Supports (PBIS)

 

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Michael Friedmann

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University of Kansas

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SPED 843:Advanced Methods & Assessment: Strategies for Students with Significant Behavior, Social & Emotional Need

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 Dr. Brasseur-Hock

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February 29, 2024

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Intervention Grid for Positive Behavioral Interventions and Supports (PBIS)

 

Positive Behavioral Interventions and Supports is a Tier 1 and Tier 2 and Tier 3 intervention identified by What Works Clearinghouse (WWC) as a practice with positive effects, when implemented with fidelity by trained educators. Two studies met the WWC standards for effective implementation with positive effects, with a strong Tier 1 indicator for K-5 and a moderate Tier 2 indicator for K-8, although similar studies showed uncertain effects for K-12. The study (Pas et al., 2019) examined the effects of universal (Tier 1) or school-wide PBIS (SW-PBIS) in one state’s (Maryland) scale-up of this tier of the framework and relied on “annual propensity score weights [which] were generated to examine the longitudinal effects of SW-PBIS from 2006-07 through 2011-12.” Additionally, “school-level archival and administrative data outcomes were examined using panel models with an autoregressive structure.”

 

The study sampled 1,316 elementary, middle, and high schools. Outcomes of the study indicated that “elementary schools trained in SW-PBIS demonstrated statistically significantly lower suspensions during the fourth and fifth study years (i.e., small effect size) and higher reading and math proficiency rates during the first two study years as well as in one and two later years (i.e., small to large effect sizes), respectively.” Furthermore, the study identified that “secondary schools implementing SW-PBIS had statistically significantly lower suspensions and truancy rates during the second study year and higher reading and math proficiency rates during the second and third study years.” In conclusion, the study asserts that “these findings demonstrate medium effect sizes for all outcomes except suspensions [and] given the widespread use of SW-PBIS across nearly 26,000 schools in the U.S., this study has important implications for educational practices and policies.”

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The information provided by a supporting article indicated that “PBIS is a three-tiered prevention framework, where a universal system of supports is integrated with targeted (tier 2) and intensive (tier 3) preventive interventions for students displaying a higher level of need” (O’Connell, Boat, & Warner, 2009). Additionally, a third article asserted that “this same tiered framework is commonly used to promote academic learning, whereby the universal curriculum and supports are provided to meet the needs of the majority of the students, and more intensive academic supports are provided at tiers 2 and 3 for students needing greater assistance to develop their skills” (Arden, Gruner Gandhi, Zumeta Edmonds, & Danielson, 2017). Identifying students to receive Positive Behavioral Interventions and Supports is typically done based on several factors which include (but are not limited to): behavioral data analysis, behavioral incidents and trends (patterns of behavior), special education referrals. PBIS is typically administered and provided in both a classroom environment as well as outside of classrooms in small groups or in individualized settings by trained staff and administrators, who rely on a structured guideline for PBIS implementation with a timed redirection protocol to facilitate a return to a classroom environment and academics. Effective PBIS is implemented effectively by “training in multi-tiered PBIS [which] has a strong emphasis on data, systems, and practices across the intervention continuum.”

 

Furthermore, “SW-PBIS training specifically focuses on data collection regarding implementation of core features of the model, data on behavioral infractions, as well as other data points that can be used as a means for assessing when students respond positively to the universal behavioral supports or may need additional targeted or intensive supports” (Horner, Sugai, Todd, & Lewis-Palmer, 2005; Horner, Sugai, & Anderson, 2010).

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The six research studies discussed above provided fundamental guiding points for the intervention grid provided in the Appendix. Positive Behavioral Interventions and Supports proved to be an effective method of behavioral intervention in the study of 1,136 schools conducted by Pas et al. (2019) which focused on schools in Maryland. The participants of the study were diverse ethnically, and socioeconomically. The PBIS program is an appropriate Tier 1/Tier 2 and Tier 3 behavior intervention for K-8 students who struggle with behaviors, academics and other factors conducive to lower social emotional deficits.

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Positive Behavioral Interventions and Supports (PBIS) is a proactive approach to behavior management that aims to create a positive school environment by teaching and reinforcing appropriate behaviors while discouraging negative ones. When applied to students with emotional behavioral disorders (EBD), PBIS strategies can be particularly effective in several ways:

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Clear Expectations: PBIS establishes clear expectations for behavior across all school settings, including classrooms, hallways, and common areas. Students with EBD benefit from knowing what is expected of them and what behaviors are considered appropriate in various situations.

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Consistency: Consistency is key in PBIS. When expectations and consequences are consistently applied across all environments and by all staff members, students with EBD can better understand and predict the outcomes of their actions, which can reduce anxiety and uncertainty.

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Positive Reinforcement: PBIS emphasizes positive reinforcement for desired behaviors. Students with EBD may respond well to praise, rewards, and other forms of positive reinforcement when they demonstrate appropriate behavior. This positive feedback helps to build self-esteem and motivation while encouraging students to continue displaying desirable behaviors.

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Teaching Replacement Behaviors: PBIS focuses on teaching and reinforcing replacement behaviors for students with EBD. Instead of simply punishing negative behaviors, teachers and staff work with students to identify appropriate alternative behaviors and provide support and guidance as they learn and practice these new skills.

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Individualized Support: PBIS allows for individualized support based on the unique needs of each student with EBD. This may include personalized behavior plans, targeted interventions, and additional supports such as counseling or social skills training to address specific challenges and promote positive behavior.

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Early Intervention: PBIS encourages early intervention to address behavioral issues before they escalate. By identifying triggers and implementing proactive strategies to prevent problem behaviors, schools can help students with EBD learn to manage their emotions and make better choices in challenging situations.

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Collaboration and Family Involvement: PBIS encourages collaboration among teachers, staff, parents, and other stakeholders to support students with EBD. By involving families in the planning and implementation of behavior support strategies, schools can ensure consistency and continuity of support across home and school environments.

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Overall, PBIS provides a comprehensive framework for promoting positive behavior and supporting the social-emotional needs of students with EBD, ultimately creating a more inclusive and supportive learning environment for all students.

 

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References:

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Arden, S. V. Gruner Gandhi, A., Zumeta Edmonds, R., & Danielson, L. (2017). Toward more effective tiered systems: Lessons from national implementation efforts. Exceptional Children, 83, 269-280. doi: 10.1177/0014402917693565

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Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2009). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes. Journal of Positive Behavior Interventions, 12(3), 133–148. https://doi.org/10.1177/1098300709334798

Center on PBIS. (2024). https://www.pbis.org/

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Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for schoolwide positive behavior support. Focus on Exceptional Children, 42, 1-14.

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Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York: Guilford Press.

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O’Connell, M. E., Boat, T., & Warner, K. E. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. Washington, DC: The National Academies Press.

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Pas, E. T., Ryoo, J. H., Musci, R. J., & Bradshaw, C. P. (2019). A state-wide quasi-experimental effectiveness study of the scale-up of school-wide positive behavioral interventions and supports. Journal of School Psychology, 73, 41–55. https://doi.org/10.1016/j.jsp.2019.03.001