PBIS Multi-Tiered Positive Behavior Support Framework ComponentsTarya WilliamsCOLLEGE NAME        PBIS Multi-Tiered Positive Behavior Support Framework ComponentsTeachingstudent’s instructional material has become challenging for educators, becausemuch of their class time is being spent addressing behavioral obstacles withinthe classroom. When a student interrupts their class to seek peer attention by inappropriatelyblurting out, distracting others, horse playing, and getting out of his/herseat, it can be disruptive to a student who is trying to learn and can also takeaway from instructional time. Although all children misbehave at some point, theyeventually learn how to behave appropriately depending on what setting they arein. However, some children require extra support and instruction to learn how tofollow rules and behave appropriately. A teacher’s most effective tool ishis/her ability to prevent inappropriate behavior from occurring in theclassroom.

Positive Behavioral Intervention and Support (PBIS) is amulti-tiered framework, that helps teachers achieve important behavior changeswith their students. What kind ofbehavior changes? Example?PBSI isa multi-tiered system designed to be inclusive of all environments and linkresearch-validated practices. PBIS “represent a fundamental shift in managingunacceptable behavior from reactive, punitive responses, to challengingbehavior to a proactive emphasis on the prevention of the behavioral problemsby using positive, instructional, research-based strategies to teach andencourage appropriate behavior and manage the learning environment (PositiveBehavioral Support for the Classroom, YEAR). The three tiered model that PositiveBehavior Intervention and Support components creates and sustains primaryschool wide, secondary classroom, and tertiary individual systems of supportthat improve results for desired behavior. The Primary prevention is called universallevel tier 1 and is used school-wide for all students, staff, and settings. Theprimary prevention includes procedures for teaching school and classroomexpected behavior, and is a continuum of procedures for encouraging/discouragingappropriate behavior. An example of a procedure that can be used for teaching schooland classroom behavioral expectations is:  “always do your best, do as asked, use yourinside voice, and raise your hand to speak.

John I like the way you are stayingin your seat working. You are following the class rules. Good job!” Primaryprevention precludes the development of new incidents involving problembehaviors, by implementing a healthy, high quality learning environment for allstudents, staff, and settings.

Universal-level behavioral approaches include:establishing and teaching school-wide expectations, acknowledging rule-followingbehaviors, and monitoring behavioral indicators to quickly identify studentswho are not responding to the universal-level strategies (AuthorLastName, YEAR).The secondary tier of PBIS is the target level.Secondaryprevention is a specialized group system for students who exhibit at riskbehaviors.

Students may have an IEP if there is evidence of an underlyingdisability, and requires comprehensive assessment to determine if the studenthas a disability under IDEA or 504. If a student has an IEP and their behaviorshinder their learning, specialized instruction is needed to help set goals for theireducational progress. These students may receive instruction in a small groupsetting that targets deficit areas, such as reading fluency or writing, andwill be monitored frequently to check their progress. A behavior contract thatworks in conjunction with a subsequent reward system, can be put in place tomonitor a student’s behavior, to meet a preset goal, and/or to enhanceself-regulation and self-control.

Secondary behavior interventions may include:social skills instruction for identified students, or frequent reminders andfeedback about expected behavior (AuthorLastName, YEAR). A student who has amentor that checks in with them on a daily or weekly basis to discuss goals,expectation, and progress is an example of secondary behavior intervention. Ifa student is unresponsive to primary intervention practices, secondaryprevention can be used as means to decrease the frequency and intensity of incidentsof inappropriate behavior. The last component of PBIS is tertiary intervention.Thetertiary-level of PBIS provides therapeutic intervention for students.

Anexample of this would be an FBA based behavior support plan that integratesobservations and behavioral therapy. This level involves an FBA-based behaviorintervention plan, replacement behavior training, and home and communitysupport for high risk behaviors. A student with disruptive tendencies who has adisability or has difficulty completing their schoolwork, may receive abehavioral plan that addresses those tendencies and helps the student displaymore appropriate. Parent involvement is a key factor in establishing a behaviorplan, because when a parent inputs their target goals it reduces the frequencyof problem behaviors in their child.

The tertiary tier involves reducing thefrequency, intensity, and complexity of behavior problems, that are resistant toprimary or secondary intervention by providing most individualized responses tosituations where inappropriate behavior is likely. Tertiary-level academicintervention may require the use of a separate curriculum with specializedinstructional methods, including individualized reading and/or math plans.Tertiary-level behavioral interventions involve both the careful assessment andanalysis of behavior, and individual specific interventions which may includesocial services and/or mental health services in addition to school-basedintervention (AuthorLastName, YEAR).             PBIS isa multi-tiered positive behavior support framework, in which three tiers jointo form a model that is designed to enhance the quality of life and minimizeproblem behavior for students with intellectual disabilities. The primary level—alsoknown as the universal-level—consists of prevention strategies that are implementedschool-wide, for all students, staff, and settings, to promote good behavior andproactive classroom management. The second tier is called secondaryintervention because…

. Intervention is implemented for at risk students who mayneed small groups and individualized strategy plans to succeed educationallyand socially. The tertiary level targets high risk students who in need ofintense individualized intervention. Howdoes it target high risk students? A FBA-based behavior intervention plan,replacement behavior training, and home and community support are examples ofintervention strategies that can be used in conjunction with PBIS.

Concludingsentence.The model below illustrates theconcept of PBIS support framework. Tier III Individual Support for a Few·            FBA-based behavior Intervention·            Home/CommunitySupport·            StaffTraining for ReplacementBehavior·            LongTerm Intervention Tier II Support for Some·            BehavioralContracting·            Self-Monitoring·            MentorProgram  Tier I Support for ALL·            School-widePBIS·            GoodBehavior Game·            ProactiveClassroom management ReferencesAlphabetical order (authors last name first), nospaces in between sources…            Indentsecond line of each sourceDouble spaced…            Indentsecond line of each source Use www.citationmachine.netto automatically generate citations…            Indentsecond line of each source  


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