Positive Behavior Interventions and Supports (PBIS)

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.

  1. Tier 1: Tier 1 systems, data, and practices impact everyone across all settings, delivering regular, proactive support and preventing unwanted behaviors.
  2. Tier 2: Tier 2 practices and systems provide targeted support for students at risk for developing more serious problem behavior who are not successful with Tier 1 supports.
  3. Tier 3: At Tier 3, students receive more intensive, individualized support to improve their behavioral and academic outcomes. At most schools, there are 1-5% of students who require Tier 3 supports.

Learn more about positive behavior support from Dr. Randy Sprick.

Source: PBIS.org 

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Track then Graph An Individualized Checklist with Rewards and a Graphing Template

Screenshot of the resource called: "Track then Graph An Individualized Checklist with Rewards and a Graphing Template"
The "Individualized Checklist with Rewards" is a customizable, self-monitoring checklist for students to use independently or with support from a family member or teacher. The student works with their family member or teacher to identify tasks to complete on the checklist, as well as small and large rewards to work for. To track their progress over time, students can graph their data using the "Example of Monitoring for Effectiveness Using Graphing."
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Weekly Behavior Frequency Data Chart

weekly_behavior_frequency_data_chart_resource
This tally sheet can be used to track frequency of behavior each day of the week. This template can be edited to personalize behaviors based on individual case and/or as described in a student's behavior intervention plan.
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Positive Based Behavior Point Sheet

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This positive beaded behavior point sheet has 2 important elements. Unlike some point sheets that focus on the student's behavior of concern, this point sheet focuses on identifying the positive behavior of the student. For example, if the behavior of concern is disruptive behavior, the student will lose point for exhibiting this behavior, but be recognized for staying in class, not touching others, and maybe work completion. As a student begins to hear positive statements about themselves, they begin to look for more and the behavior of concern decreased. This forces staff to give behavior specific praise to the student...
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Outcomes survey for peers who participate in peer-mediated interventions and programs

travers.pmisp_measurement_tool-1
This resource is a valid and reliable measure called the Peer-Mediated Impact Survey for Peers (PMIS:P). This survey requires peers to respond to 46 items and report how they were impacted by their most recent or current peer-mediated intervention or program (PMI). Each of the 46 items are represented within seven thematic areas: (1) skill and intra-personal development, (2) self-worth impact, (3) changes in views, (4) social impact, (5) advocacy impact, (6) rewarding impact, and (7) future impact. Sample items include: “I am a better advocate for people with disabilities.” “I have more favorable views toward inclusion.” and “I developed...
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Hilary Travers

Morning Meeting

Morning Meeting
Morning Meeting builds classroom community through interactive conversation combined with academics. A daily morning meeting supports all aspects of learning—academic, emotional, and social. Morning meeting fosters a sense of community because it builds trust among students and education professionals while encouraging respectful learning. Students engage in: Social Emotional Learning Communication Skills Active Listening Collaboration with Others Mathematics Standards ELA Standards Life Skills/Problem-Solving Skills
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Related Topics

Classroom Management
Functional Behavioral Assessments
Maltreatment/Bullying
Mental Health
Social Skills

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