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Positive Behavior Interventions and Support is an evidence based practice used to support students behavioral, academic, social emotional and mental health.

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1. Equity - Focuses on culture and integrity.  This helps to ensure that the leadership team includes and works with families, students and community members to prioritize wanted outcomes from all parties.
2. Systems - Strives to support accurate, durable implementation of practices and the effective use of data to achieve better outcomes.
3. Data - Data is used to help select, monitor and evaluate outcomes and progress of students across the 3 tiers.
4. Practices - Ensuring that all interventions and practices used in the classrooms/setting are evidence based and geared toward meeting the overall outcomes set in place
5. Outcomes - This is the goal of implementing PBIS.  Outcomes for PBIS might include behavioral, social, emotional, and academic growth, positive school climate and/or fewer negative discipline outcomes.

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Tier 1 - Universal: Primary Prevention
- Encompasses interventions, data and support for all students in all school settings.
Tier 2 - Targeted: Secondary Prevention
- This tier focuses on the 10-15% of students that might need extra support in mental, emotional, social skills.
Tier 3 - Intensive and Individualized: Tertiary Prevention
- This tier focuses on the 1-5% of students who need additional support from Tier 2.  This can include but it not limited to special education students.  More intensive supports and programming are used in this tier to gain the outcomes originally set by that students team.

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In this article, it summarizes the overall use of PBIS with students/individuals with ASD. The article talks about what ASD is, how ASD relates to PBIS as well as what the best practices are when wanting to implement PBIS with a student who has ASD.

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In this recorded seminar, it discusses the benefits of PBIS within the Autism community and how to implement it with those individuals with ASD for teachers as well as Behavior Analysts giving another area of intervention that can use this framework in their own way.

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This webinar was presented to Autism Speaks about how SWPBIS can support students with Autism.

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This resource is a simple video explaining PBIS in more laymen's terms to help understand what it is and how to effectively use it.

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PBIS & Special Education Students - Video & Lesson Transcript | Study.com

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PBIS encompasses the systems designed to assist special education students through positive behavioral interventions and supports. Explore the...

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This is another great resource to not only help learn how to create a positive learning environment for students with ASD but how to maintain that environment as well. This website has a ton of different lessons and resources to look at as well dealing with all different subjects!

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Autism and Token Economies - Resource 5 

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Autism and Token Economies - Resource 5 

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This resource does a great job explaining token economies and how to use them in therapy, the classroom as well as at home!

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Bite Sized Behavior Analysis  - Token Systems

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This resource is a great video explaining exactly what PBIS is. While this resource isn't specific to those students with ASD, it explains how PBIS includes and helps students with disabilities.

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Positive Behavior intervention & Supports (PBIS)

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This article explains how implementing positive behavior interventions into social skills significantly increases social communication in students with ASD within the classroom.

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Affiliations

¹ B.E.ST Autism Therapy, 1/249 Harts Road, Indooroopilly, QLD, Australia. bsutton@bestautismtherapy.com.au.

² Griffith Institute for Educational Research, Griffith University, Mount Gravatt, QLD, Australia.

³ Cooperative Research Centre for Living With Autism (Autism CRC), Long Pocket, Brisbane, QLD, Australia.

⁴ School of Education, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW, Australia.

Affiliations

¹ B.E.ST Autism Therapy, 1/249 Harts Road, Indooroopilly, QLD, Australia. bsutton@bestautismtherapy.com.au.

² Griffith Institute for Educational Research, Griffith University, Mount Gravatt, QLD, Australia.

³ Cooperative Research Centre for Living With Autism (Autism CRC), Long Pocket, Brisbane, QLD, Australia.

⁴ School of Education, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW, Australia.

Abstract

Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student's daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program.

Keywords: Autism spectrum disorder; IPad; Intervention; School; Social communication.

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References

Adams, C., Green, J., Gilchrist, A., & Cox, A. (2002). Conversational behaviour of children with Asperger syndrome and conduct disorder. Journal of Child Psychology and Psychiatry, 43(5), 679-690. https://doi.org/10.1111/1469-7610.00056 - DOI - PubMed

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (5th ed.). American Psychiatric Publishing. - DOI

Anderson, P. L. (2000). Using literature to teach social skills to adolescents with LD. Intervention in School and Clinic, 35(5), 271-279. https://doi.org/10.1177/105345120003500503 - DOI

Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(5), 489-507. https://doi.org/10.1023/A:1025827427901 - DOI - PubMed

Bauminger-Zviely, N., Karin, E., Kimhi, Y., & Agam-Ben-Artzi, G. (2014). Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development. Journal of Child Psychology and Psychiatry, 55(4), 363-373. https://doi.org/10.1111/jcpp.12158 - DOI - PubMed

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national center for biotechnology information

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Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism - PubMed

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Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a cl ...

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In this article, it discusses the importance of constant training and education for parents is important to correctly implement positive behavior interventions. It explains how in EI parents are often given lots of information on how to implement PBIS however follow through is often challenging. This supports the results of having to be consistent with training in order to see behavioral change in individuals with ASD.

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Parent-Implemented Positive Behavior Support Strategies for Young Children on the Autism Spectrum: A Pilot Investigation

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Purpose: Parents of children on the autism spectrum enrolled in early intervention often receive coaching to address both social communication and disruptive behavior, which are the two most frequently reported concerns by parents. Intervention techniques for both are often recommended to be impleme…

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This article is interesting because it focuses on the outcomes of PBIS in a telehealth setting for individuals with ASD. It discusses how behavior interventions can be effectively used within telehealth classroom and therapy settings and what kind of extra support is needed to ensure success of the student/s.

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The development of independent behavior is a critical, challenging process for all youth as they pass through the high school environment into adulthood. Although most high school students gain...

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[PDF] Telehealth Interventions to Promote Health and Behavior-Related Outcomes in Adolescents with Autism Spectrum Disorder | Semantic Scholar

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An overall lack of empirical evidence was demonstrated on the efficacy of hybrid-delivered interventions for adolescents with ASD, and more studies are needed to explore their effectiveness. This systematic review examined the effectiveness in a hybrid telehealth model for adolescents with autism spectrum disorder (ASD), exploring the evidence base, methodology, and outcomes of health and behavior-related interventions for adolescents with ASD.