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  • Ariel Sánchez Rojas

Positive Behavioral Interventions and Support (PBIS) Framework

Positive Behavioral Interventions and Support (PBIS) is a Framework to strengthen:

  1. The social, academic, emotional and mental behavior of students for their social emotional competence, academic success, and school climate.

  2. Teacher health and wellbeing.

  3. Create positive, predictable, equitable and safe learning environments where everyone thrives



It has five principles:

  1. Equity: Support educators' role in implementation, adapt practices to meet individual student needs, and disaggregate data by student group to ensure success for all.

    1. How can we improve the experiences and outcomes of every educator and student?

  2. Systems: Teamwork structures, training, counseling and other supports for educators.

    1. What can we do to sustain our implementation in the long term?

  3. Data: Use data to select, monitor, and evaluate student outcomes and practices.

    1. What information do we need to make effective decisions about our implementation and coexistence outcomes?

  4. Practices: Sessions, interventions and strategies supported by research and data to develop the growth (PBiS) of our students

    1. How will we support the behavioral, social, emotional and academic growth of our students?

  5. Results: What is important to each of our communities?


These principles are distributed in three (3) levels and processes that focus, segment and resolve difficulties in coexistence.


Level 1: Universal primary prevention (all)

Level 1 systems, data, and practices support everyone (students, educators, and staff) in all school settings. They establish a foundation for positive and proactive support. Level 1 support is strong, differentiated, and allows the majority of students (80% or more) to experience success.


Level 1 practices include:

  1. Collaborate with students, families, and educators to define positive expectations for the entire program and school and prioritize appropriate social, emotional, and behavioral skills .

  2. Align classroom expectations with school /program-wide expectations

  3. Explicitly teach expectations and skills to prepare all students for success.

  4. Encourage and recognize expected behavior.

  5. Prevent and respond to unwanted behaviors in a respectful and instructive manner.

  6. Foster partnerships between school, program and family



Level 2: Selective secondary prevention (some)

In addition to their Tier 1 foundation, students receiving Tier 2 supports gain an additional layer of systems, data, and practices targeted to their specific needs . On average, around 10-15% of your students will need some form of Tier 2 support . The support provided at Level 2 is more focused than at Level 1 and less intensive than at Level 3.


Level 2 practices include:

  1. Provide additional instruction and practice for behavioral, social, emotional, and academic skills.

  2. Increased adult support and supervision.

  3. Provide additional opportunities for positive reinforcement .

  4. Increased prompts or reminders

  5. Increase access to academic supports

  6. Increase school-family communication



Level 3: Tertiary, intensive and individualized prevention (few)

In most schools and programs, there are a small number (1-5%) of students for whom Tier 1 and 2 supports have not been sufficient to experience success. At Level 3, students receive more intensive individualized support to improve their results. Tier 3 supports are available to any student with intensive needs, whether they receive special education services or not.


Level 3 practices include:

  1. Engage students, educators, and families in functional behavior assessments and intervention planning .

  2. Coordinate support through comprehensive, person-centered planning .

  3. Implement individualized, comprehensive, role-based support.






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