Frequently Asked Questions about PBIS
1. “What is School-Wide PBIS?”
Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.
The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs and the US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide behavioral practices. The Center is directed by Drs. George Sugai (University of Connecticut, Rob Horner, (University of Oregon) and Tim Lewis (University of Missouri). The Center builds from a 10 year history of defining, implementing and evaluating PBIS across more than 9000 schools in 40 states.
2. “What Does School-Wide PBIS Emphasize?”
In general, SWPBS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.
These four elements are guided by six important principles:
- Develop a continuum of scientifically based behavior and academic
interventions and supports
- Use data to make decisions and solve problems
- Arrange the environment to prevent the development and occurrence of
problem behavior
- Teach and encourage pro-social skills and behaviors
- Implement evidence-based behavioral practices with fidelity and
accountability
- Screen universally and monitor student performance & progress continuously
3. What Outcomes are Associated with Implementation of PBIS?
Schools that establish systems with the capacity to implement SWPBS with integrity and durability have teaching and learning environments that are:
- Less reactive, aversive, dangerous, and exclusionary, and
- More engaging, responsive, preventive, and productive
- Address classroom management and disciplinary issues (e.g., attendance,
tardies, antisocial behavior),
- Improve supports for students whose behaviors require more specialized
assistance (e.g., emotional and behavioral disorders, mental health), and
- Most importantly, maximize academic engagement and achievement for all
students.
Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.
The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs and the US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide behavioral practices. The Center is directed by Drs. George Sugai (University of Connecticut, Rob Horner, (University of Oregon) and Tim Lewis (University of Missouri). The Center builds from a 10 year history of defining, implementing and evaluating PBIS across more than 9000 schools in 40 states.
2. “What Does School-Wide PBIS Emphasize?”
In general, SWPBS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.
These four elements are guided by six important principles:
- Develop a continuum of scientifically based behavior and academic
interventions and supports
- Use data to make decisions and solve problems
- Arrange the environment to prevent the development and occurrence of
problem behavior
- Teach and encourage pro-social skills and behaviors
- Implement evidence-based behavioral practices with fidelity and
accountability
- Screen universally and monitor student performance & progress continuously
3. What Outcomes are Associated with Implementation of PBIS?
Schools that establish systems with the capacity to implement SWPBS with integrity and durability have teaching and learning environments that are:
- Less reactive, aversive, dangerous, and exclusionary, and
- More engaging, responsive, preventive, and productive
- Address classroom management and disciplinary issues (e.g., attendance,
tardies, antisocial behavior),
- Improve supports for students whose behaviors require more specialized
assistance (e.g., emotional and behavioral disorders, mental health), and
- Most importantly, maximize academic engagement and achievement for all
students.
