PBIS
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Positive Behavioral Interventions and Supports (PBIS)Top of Page
A multi-tiered system of supports (MTSS) is a comprehensive, evidence-based, and systemic framework for teaching and learning that unifies general and special education in an intentional, ongoing collaboration. It is an integrated, comprehensive framework that aligns academic, behavioral, and social-emotional learning in a fully integrated system of support to meet the needs of all students.
Positive Behavioral Interventions and Supports (PBIS) is based on a problem-solving model and targets prevention of inappropriate behavior through teaching and reinforcing appropriate behaviors (OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2007). PBIS is a process that is consistent with the core principles of MTSS. It is an approach that focuses on the emotional and behavioral learning of students, which leads to an increase in engagement and a decrease in problematic behavior over time (California Department of Education, 2017). PBIS offers a variety of interventions that are methodically applied to students based on their demonstrated level of need, and addresses environmental factors as they apply to development and improvement of behavior problems.
Both MTSS and PBIS are rooted in differentiated instruction. Each approach defines critical factors and components to be in place at the universal (Tier 1), targeted group (Tier 2), and individual (Tier 3) levels. PBIS is functional at all Tier levels across the district, and its effectiveness is measured periodically by conducting PBIS screenings at each school site, by utilizing tools such as Tiered Fidelity Inventory (TFI) and Team Implementation Checklist (TIC). PBIS assessments provide a reliable measure of the extent to which school employees are implementing the core features of school-wide PBIS across the tiers and during all programming hours.
Positive Behavioral Interventions and Supports (PBIS) is based on a problem-solving model and targets prevention of inappropriate behavior through teaching and reinforcing appropriate behaviors (OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2007). PBIS is a process that is consistent with the core principles of MTSS. It is an approach that focuses on the emotional and behavioral learning of students, which leads to an increase in engagement and a decrease in problematic behavior over time (California Department of Education, 2017). PBIS offers a variety of interventions that are methodically applied to students based on their demonstrated level of need, and addresses environmental factors as they apply to development and improvement of behavior problems.
Both MTSS and PBIS are rooted in differentiated instruction. Each approach defines critical factors and components to be in place at the universal (Tier 1), targeted group (Tier 2), and individual (Tier 3) levels. PBIS is functional at all Tier levels across the district, and its effectiveness is measured periodically by conducting PBIS screenings at each school site, by utilizing tools such as Tiered Fidelity Inventory (TFI) and Team Implementation Checklist (TIC). PBIS assessments provide a reliable measure of the extent to which school employees are implementing the core features of school-wide PBIS across the tiers and during all programming hours.