Positive Behavior and Interventions Support

Many new teachers always worry about how to get students to behave appropriately in

their classroom. This is a common concern for teachers because disruptive classroom behavior

can have detrimental effects like, “losing instructional time, some up to 50%” (Iris Center,

2019). Other effects include lower academic achievement for students, decreased student

engagement and motivation, and frustration and stress for the teacher. It is important for

teachers to know some of the factors that influence a student to behave the way he or she

does.

One factor could be cultural. Cultural influences can have an effect on the way a student

behaves and it is important for teachers to keep an open mind when interacting with students

because without the proper knowledge and understanding, teachers might misinterpret a

student’s behavior as inappropriate. One factor that teachers have to take into consideration is

styles of interaction. Interactions between a student and teacher, or any authority figure can

vary from one culture to the next and some ways of interaction could be seen as inappropriate

in one culture but appropriate in another. Things such as directness, movement, emotion,

taking turns talking, expressions, personal space, and sharing are all things that teachers should

keep in mind when interacting with students. Another factor is the way students respond to

authority figures. A way a student responds to an authority figure at home can be completely

different than how they can respond to teachers in a school setting, and the student might not

know the difference.

So how can teachers manage students’ behaviors in the classroom to maximize

instruction and learning? One way is to use Positive Behavior and Interventions Supports (PBIS).
PBIS is a systems approach to creating and also maintaining a positive school climate. It is

important to note that PBIS is NOT a curriculum, intervention or practice but a system of

framework of evidence-based practices for improving behavior outcomes for all students. PBIS

creates a safe learning environment where teachers teach and students learn while preventing

problem behaviors.

PBIS does not have specific teaching practices or strategies, so it is a very flexible tool

that teachers and educators can use throughout their classrooms that fits best into their

classroom and students. PBIS is an alternative to punishment and it can be expanded to be used

with students with disabilities as well.

There is a three-tiered approach that PBIS recommends for preventing problem

behaviors schoolwide. Tier I, “is a schoolwide, universal system for everyone in a school” (Lee,

n.d.) so it addresses all the students in the classroom at a schoolwide level. The goal of Tier I is

to create a positive learning and social culture by teaching students the expected positive

behaviors and having those behaviors reinforced as well. The behaviors and rules should be

explicitly taught as well as having teachers respond to the problem behaviors in a consistent

fashion. Clear communication is key so that all students know what is to be expected. For

example, to prevent injury in the classrooms and the hallways, schools and teachers might

implement the rule of walk in the halls and/or classrooms. Teachers should teach, reinforce and

act out the rules so that students are reminded on how to act appropriately in a classroom and

schoolwide setting. Reminding students of the rules are important at certain points in time

when teachers see an increase in behavior and it can also be helpful to have the rules and

behaviors posted in the classrooms where it can be visible at all times.

 Tier II provides interventions for students who need a little bit more help and those who

have at-risk behaviors. These are typically small group interventions that provides students with

self-control, self-monitoring, and social and self-management skills. A reinforcement system is

commonly used to increase the target behavior by providing consistent consequences. One

example of this is the use of token economies. Students earn tokens like stickers or marks that

can be used to obtain a preferred activity or item. Behavior contracts can also be implemented

to get students to perform a desired behavior. Behavior contracts works because they set clear

goals for both student and teacher so they each know what to expect, it’s a tracking system so

that students can self-monitor their progress/behavior, and students can manage their

responsibility. Surface management techniques, “can also be extremely effective for dealing

with minor behavioral infractions that arise in day-to-day classroom activities” (Sayeski &

Brown, 2014). These are simple, non-intrusive ways that teachers can use to respond to

disruptions without interrupting the whole class. These techniques also do not embarrass the

student in front of the whole class or signaling him/her out. Examples of these techniques

include signaling like making eye contact to let the student know that the teacher disapproves

of the behavior. Proximity control using physical contact or reducing the distance to help

control the student’s impulses. Antiseptic bouncing, removing the student from the setting like

letting them get a drink of water to let them regain their composure and control their behavior.

There are a lot more techniques and these can be found on the IRIS Center website

(https://iris.peabody.vanderbilt.edu/module/beh1/cresource/q1/p03/#content).

Tier III are highly individualized interventions for students who engage in serious

problem behaviors. Tier III always begins with a comprehensive functional behavior assessment
(FBA). It depends on the district, but is it always used for students with disabilities. FBA focuses

on the individual’s behavioral needs and then generate strategies to teach that student to

address the problem. These strategies include social skills instruction and self-monitoring.

Social skills can be taught and learned and it should be customized to meet the individual’s

behavioral needs. These skills can only be considered successful when it can be generalized to

new settings. Teachers should model, lead, reinforce, practice and monitor the different social

skills that are taught to that student. Self-monitoring instruction places a responsibility on the

student to track his/her own behavior. For example, a student may use tokens to keep track of

his/her own behavior. By having the focus shift from classroom centered to student-centered,

students receive appropriate support for their behavior.

References

Sayeski, K. L., & Brown, M. R. (2014). Developing a Classroom Management Plan Using a

Tiered Approach. TEACHING Exceptional Children. Retrieved from

https://www.e1b.org/Portals/0/Files%20by%20Division/School%20Support/RSETASC/c

lsrm-mgmt101-classroom-mgmt-plan-tiered-appr.pdf?ver=2017-01-19-105509-077

Lee, A. M.I. (n.d.). PBIS: What You Need To Know. Retrieved from

https://www.understood.org/en/learning-attention-issues/treatments-

approaches/educational-strategies/pbis-how-schools-support-positive-behavior

Vanderbilt University (2019). IRIS Center: Classroom Management Part 1. Retrieved from

https://iris.peabody.vanderbilt.edu/module/beh1/#content