Positive Behavioral Interventions And Supports

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Every educator should be aware of the popular acronym PBIS, but many may question the meaning behind it and what it entails. First, educators must understand that PBIS stands for Positive Behavioral Interventions and Supports. In addition, PBIS “is the only approach to addressing behavior that is specifically mentioned in the law” according to “PBIS and the Law” (2017). The objective of Positive Behavioral Interventions and Supports is to provide all students with the appropriate interventions and supports that they need to be successful behaviorally.
Positive Behavioral Interventions and Supports can be described as a framework for behavior implementation in public schools throughout the United States. The Individuals with Disabilities Education …show more content…

However, it was discovered that the aspects of PBIS, such as introducing prevention strategies, evidence-based practices, decision making based on careful data collection, school-wide behavior implementations, and the instruction of positive behavior and social skills, were meaningful for all students, not just those with BD ("Positive Behavioral Interventions and Supports: History, Defining Features, And Misconception", 2012). In 1997, Positive Behavioral Interventions and Supports were added to the Individuals with Disabilities Education Act as part of its’ reauthorization. Since then, educators and school officials have been researching, analyzing, and implementing PBIS in public schools across the …show more content…

However, this does not mean that the benefits of PBIS cannot be directly taught at the classroom level. In fact, PBIS should most definitely be implemented at both the classroom level and the school level, but how should classroom teachers go about bringing PBIS to their classrooms? First and foremost, classroom teachers should frequently go over school rules and expectations as well as classroom specific rules and expectations. This helps students to identify and remember what is and what is not expected at school. Second, teachers should strive to implement positive reinforcement. This reinforcement can be as simple as praising students on a job well done. However, classroom teachers should “incorporate at least one reward system in daily instructional routine” (Chris McEvoy, 2011-12, slide 5). Rewards systems provide incentive for students to do their best and practice core values. Teachers should also be active in the supervision of their classroom by making themselves accessible to students, monitoring students during independent working times, and checking in with students frequently. Consequences must be enforced in a manner that is “consistent and fair.” Examples of this include redirection, referring to expectations, corrective feedback, praise, and guiding students through problem-solving strategies (Chris McEvoy, 2011-12). Lastly, educators must strive to keep their

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