Positive Behavior Interventions and Supports (PBIS)

What is the program/practice? 

Positive Behavior Intervention and Supports (PBIS) is an operational framework for achieving academic and behavior outcomes for all students. PBIS Ensures all students have access to effective and accurate instructional and behavioral practices as well as interventions. This schoolwide framework includes practices that are delivered by school personnel throughout a campus. 

Who is the program/practice for? 

PBIS is beneficial for everyone within a school community. Teachers, administrators, and students see positive benefits from successful implementation of PBIS.  

What outcomes does the program/practice produce? 

• Improve student behavior 
• Improve school climate 
• Reduce bullying, aggression, and defiance 

What is the evidence or research that supports the program/practice? 

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. https://doi.org/10.17105/SPR-2017-0131.V48-1 

This study examined the effectiveness of school wide PBIS (SWPBIS) or Tier 1 implementation on the discipline rates and school achievement of 153 schools. In this study school characteristics like economic status of students, student demographics, and attendance for example were accounted for. Results showed that schools with higher Tier 1 implementation of PBIS had 1 less out of school suspension (OSS) per 100 students than schools with lower levels of implementation. The data in this study did not show a significant impact of Tier 1 PBIS implementation on school achievement.  

Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of School-Wide Positive Behavioral Interventions and Supports (PBIS) in Elementary Schools: Observations from a Randomized Trial. Education and Treatment of Children, 31(1), 1–26. 

This randomized control trial study examined the effectiveness of school wide PBIS (SWPBIS) using 5-year longitudinal data from 37 elementary schools. In this study the treatment group, 21 schools, received ongoing training in PBIS. The control group, 17 schools, did not receive training over the 5-year trial period. Results showed that the schools who received ongoing training had stronger implementation of PBIS with fidelity. Trained schools exhibited stronger systems to responding to behavior violations relative to the control group. Additionally in the trained group a higher percentage of students and teachers reported participating in school wide PBIS through receiving rewards or teaching about the behavioral expectations across campus. Schools with low implementation of PBIS showed to have more reactive and punitive in response to behavior violations.  

How is the practice implemented? 

Tiered Interventions Using Evidence-Based Research (TIER) provides information and resources for implementing a multi-tiered system of support (MTSS), including pathways and PBIS resources for developing an interconnected framework to support mental health. 

Who can implement the practice? 

PBIS practices and programs should be implemented throughout the school community by educators, administrators, professional school counselors, and student support staff.  

What are the costs and commitments associated with becoming trained in this practice? 

To successfully implement PBIS across a campus or district sufficient time, people, and other resources are needed.  

What resources are useful for understanding or implementing the practice? 

• Center on PBIS: https://www.pbis.org/ 
• Tiered Interventions Using Evidence-Based Research: https://tier.tea.texas.gov/about 
• Midwest PBIS Network: https://www.midwestpbis2.org/home/what-is-pbis 

Rating: Well-Supported 

Secondary Components: Safe and Supportive School Climates; Positive Youth Development; Building Relationships, Managing Emotions & Decision-Making Skills