Positive Behavior Interventions and Supports (PBIS) for Students

Positive Behavior Interventions and Supports (PBIS) is an evidence-based framework designed to support positive academic and behavioral outcomes for all students. It emphasizes the use of proactive strategies to define, teach, and support appropriate student behaviors, creating a positive school climate. The primary goal of PBIS is to establish a supportive school environment where positive behavior is more effective than problem behavior.

The framework operates on three tiers:

Tier 1: Universal Interventions
Tier 1 is the foundation of PBIS and involves universal interventions that are provided to all students. This tier includes school-wide policies, practices, and strategies to promote positive behavior and prevent problems before they arise. The goal is to create a consistent, positive school environment by defining, teaching, and reinforcing appropriate behaviors. Typically, 80-90% of students respond successfully to Tier 1 interventions without additional support. An example of Tier 1 implementation is developing a comprehensive behavioral expectations matrix. In a study, a high school in collaboration with a local university created matrixes that were prominently displayed in classrooms, hallways, and common areas. The school conducted weekly "Behavioral Expectation Assemblies," where teachers and administrators reinforced these expectations through role-playing and student testimonials. Teachers were also trained to deliver consistent praise and tangible rewards, such as tokens redeemable for privileges, to students who adhered to the expectations. This led to a 35% reduction in office discipline referrals (ODRs) and a 28% decrease in in-school suspensions within the first year. (Bruhn, Estrapala, Rila, & Colbert, 2021).

Tier 2: Targeted Interventions
Tier 2 is designed for the 10-15% of students who do not respond adequately to Tier 1 support. These students require additional, targeted interventions that are often delivered in small group settings. The focus at this level is on preventing the escalation of problem behaviors and providing early intervention.
The Check-In/Check-Out (CICO) system is a widely used method that can be classified under Tier 2. In this system, students identified as needing additional support are assigned a mentor with whom they check in each morning to set behavior goals and check out at the end of the day to review their progress. The school's student support team regularly analyzed the data collected from these daily check-ins to adjust interventions as needed.
A study found a school's implementation of CICO resulted in a 25% improvement in student attendance and a 20% reduction in minor behavioral incidents over a school year. Moreover, students participating in CICO showed a 15% improvement in academic performance as measured by standardized test scores (Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012).

Tier 3: Intensive, Individualized Interventions
Tier 3 provides intensive, individualized interventions for the 3-5% of students with the most severe behavioral challenges that are not adequately addressed by Tier 1 or Tier 2 supports. These interventions are highly personalized and often involve collaboration with external resources such as mental health professionals.
In an urban high school with a high incidence of severe behavioral issues, Tier 3 interventions included comprehensive Functional Behavior Assessments (FBAs) for students who repeatedly violated school rules. These assessments were used to develop individualized behavior intervention plans (BIPs) that were closely monitored and adjusted based on ongoing data. The school also partnered with local mental health providers to offer wraparound services, including counseling and family support, tailored to each student's unique circumstances. Following the implementation of Tier 3 interventions, the school reported a 40% reduction in the most severe behavioral incidents, such as fights and threats, over the first year. Students receiving Tier 3 support demonstrated a 30% decrease in absenteeism and a 25% improvement in emotional regulation, as measured by teacher assessments and psychological evaluations. (Eiraldi et al., 2019).

PBIS's success lies in its data-driven approach, where school teams regularly monitor and assess behavioral data to make informed decisions. This continuous feedback loop allows schools to adapt their strategies to meet the evolving needs of their students.

PBIS and Student Behavior

In a comprehensive study conducted by Madigan et al. (2016) over nine years, schools implementing PBIS with moderate to high fidelity experienced a 36% reduction in office discipline referrals (ODRs) and a 24% decrease in suspensions compared to control schools. The study also showed that schools with PBIS not only managed student behavior more effectively but also created a more positive overall school climate, which further contributed to the reduction in behavioral issues (Madigan, Cross, Smolkowski, & Strycker, 2016).

In another study by Bradshaw et al. (2008), which involved 37 elementary schools, the implementation of PBIS was associated with a 21% improvement in staff-reported measures of organizational health, which included factors such as resource influence, staff affiliation, and academic emphasis. These improvements in organizational health were directly linked to a 19% reduction in student behavioral problems. (Bradshaw, Koth, Bevans, Ialongo, & Leaf, 2008).

PBIS and Academic Performance

Houchens et al. (2017) study using the TELL Kentucky survey, found that schools with high PBIS implementation fidelity saw a 12% increase in standardized test scores in math and reading compared to schools without PBIS. This increase was particularly notable in schools where PBIS was implemented with high fidelity, suggesting that the consistency and thoroughness of implementation play a critical role in academic outcomes.(Houchens, Zhang, Davis, Niu, Chon, & Miller, 2017).

Noltemeyer et al. (2019) further supported these findings in a study involving 153 schools, where they found that schools with high PBIS implementation fidelity had 15% fewer out-of-school suspensions per 100 students and showed a 7% increase in overall academic achievement when controlling for demographic variables. (Noltemeyer, Palmer, James, & Petrasek, 2019).

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References

Madigan, K., Cross, R. W., Smolkowski, K., & Strycker, L. (2016). Association between schoolwide positive behavioural interventions and supports and academic achievement: a 9-year evaluation. Educational Research and Evaluation, 22(4), 402-421.

Houchens, G. W., Zhang, J., Davis, K. D., Niu, C., Chon, K., & Miller, S. (2017). The Impact of Positive Behavior Interventions and Supports on Teachers’ Perceptions of Teaching Conditions and Student Achievement. Journal of Positive Behavior Interventions, 19(3), 168-179.

Bradshaw, C., Koth, C., Bevans, K., Ialongo, N., & Leaf, P. (2008). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Noltemeyer, A., Palmer, K., James, A. G., & Petrasek, M. (2019). Disciplinary and Achievement Outcomes Associated With School-Wide Positive Behavioral Interventions and Supports Implementation Level. School Psychology Review, 48(1), 81-87.

Bradshaw, C., Koth, C., Thornton, L., & Leaf, P. (2009). Altering School Climate through School-Wide Positive Behavioral Interventions and Supports: Findings from a Group-Randomized Effectiveness Trial. Prevention Science, 10(1), 100-115.

Bruhn, A., Estrapala, S., Rila, A., & Colbert, J. (2021). A case example of Tier 1 PBIS implementation in a high school. Preventing School Failure: Alternative Education for Children and Youth, 66(1), 66-76.

Bradshaw, C., Pas, E. T., Goldweber, A., Rosenberg, M., & Leaf, P. (2012). Integrating school-wide Positive Behavioral Interventions and Supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion, 5(3), 177-193.

Eiraldi, R., McCurdy, B., Schwartz, B. S., Wolk, C., Abraham, M., Jawad, A., Nastasi, B., & Mautone, J. A. (2019). Pilot Study for the Fidelity, Acceptability and Effectiveness of a PBIS Program plus Mental Health Supports in Under-resourced Urban Schools. Psychology in the Schools, 56(8), 1230-1245.