Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. PBIS creates schools where all students succeed.
Classroom PBIS Practices
Classroom PBIS practices are preventative and responsive. They are strategies you can implement with all students needing support at any tier. When implemented with fidelity, classroom PBIS practices lead to fewer disruptions, improved student behavioral and academic outcomes, and more time spent teaching,
Positive classroom practices include:
- An effectively designed physical classroom
- Predictable classroom routines
- 3-5 posted positive classroom expectations
- Prompts and active supervision
- Varied opportunities to respond
- Acknowledgements for expected behavior
Tiers of Classroom PBIS
Just as with school-wide PBIS, school personnel implement a multi-tiered system of PBIS practices in their classrooms. By differentiating supports for all, some, and a few students and educators, leadership teams can effectively support all students and staff.
Tier 1 elements of classroom PBIS apply to every student in the room, regardless of the additional supports they receive. At this tier, school personnel should expect to meet the needs of most (>80%) of their students.
These proactive, preventative, positive elements include:
- Designing effective classroom environments
- Developing and teaching predictable classroom routines
- Explicitly posting and teaching positively-stated classroom expectations
- Delivering engaging instruction
- Providing prompts and active supervision
- Acknowledging students with specific praise
- Responding to problem behavior with redirections and corrections
The goal at Tier 2 is to align a school’s Tier 2 supports with existing classroom practices. For example, school personnel may teach all students a social skill (Tier 1) that individual students learned during a social skills group (Tier 2). During that instruction, school personnel highlight how that skill fits with their classroom expectations. Following instruction, school personnel may increase prompts and specific feedback for that social skill.
At Tier 3, school personnel support individual students who require intensive, individualized, support. Student-specific teams design behavior support plans (BSP) which include goals for school personnel to implement these strategies.