# data[].attributes.body
These have been used in general education classroom to promote positive behaviors. Similar to a star cards, but this is something kept on the student’s desk for them to see at all times and count the pom poms. On the board at the beginning of every day will be the number of poms the students need by the end of the day. If they have that many, they get a reward. Having the number available at all times keeps it predictable for students with ASD.

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This is based in the general education classrooms, but utilized throughout the school. Points can be given and taken away for multiple things. When students reach a certain number of points, they get a reward. Every class sets a number of points needed. Students can see how many points they have on their computers and parents can see it on the app at home.

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One app to bring your whole classroom together | ClassDojo

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New for back to school: messages families actually read, classroom tools that save time, and new middle and high school features. All free, in the app you already know and love.

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This card is used in tiered intervention. When students exceed expectations on a task, they get a star. Once the card is full, they get to pick a prize. Can be candy, material thing (pencil, special sticker small toy), or a one day reward (be the teacher for the day, bring a stuffy to school, sit in the teacher chair for the day)

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This type of chart is used in the learning support classroom for multiple students. If they complete task, they will get a small reward of their choice. Some choose candy, 5 minutes of computer time before their next task, or playing with a toy before their next task.

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Students across the whole school have multiple opportunities a day to earn a Bearpaw. When students are being accountable, respectful, safe, and great, they can earn one. When they get a Bearpaw, they put it in a container. Every morning on the announcements, Bearpaw winners are selected to be put on the principals 100 board. Once there are 10 in a row or column, those 10 get to spin a wheel for a prize. If students do not get picked for the board, their paws get saved for a raffle at the end of the year. This prize in the past has been an iPad, a weekend trip to a water park, a Nintendo Switch, and an electric scooter. These prizes are donated by a local organization.

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This daily progress chart is used in the autistic support classroom for one student. After he completes a subject, he gets 1 gummy bear and he gets to pick a sea creature for his chart. If he completes a column, he gets a lollipop. He loves playing with sea creature toys, so his pictures are sea creatures to make him more enticed to fill the chart. Total for the day: 11 gummy bears, 2 lollipops.

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When students are permitted to take a supervised break, it allows them to clear their head of any distractions and frustrations they might be experiencing at that time. Upon returning from their break, students can discuss how they felt before and how they feel after. Or, it can be left alone as the issue is no longer present and the behaviors are no longer a concern.

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Positive Behavior Support (PBS) is a research-based process used in ABA therapy to develop appropriate replacement behaviors for children with autism.

History of Positive Behavior Support

In the early 1980s, there were many developments in the application and designs for intervening in challenging behavior, but very few were proven to be effective. In the late 1980s and early 1990s, PBS was developed as a proven and safe process. Today, PBS is used as an umbrella term that incorporates all positive interventions in managing difficult behavior.

PBS Process

PBS follows the ABC model:

Antecedent - Events that occur directly before the behavior.

Behavior - The behavior that a child is demonstrating.

Consequences - The actions or responses following the behavior.

The primary goals of PBS are:

To minimize disruptive behavior in a learning environment or community

Simultaneously encourage positive behavior and replace challenging behavior

To teach self-management skills

Positive Behavior Support or intervention (PBIS)

In addition to PBS, there is another process called Positive behavior support and intervention (PBSI) that is a tiered system used in schools to correct different behaviors.

Tier 1: These are regular support systems that apply to all students.

Tier 2: These systems focus on the 10 to 15 percent of students who may display behavioral challenges.

Tier 3: These systems apply to students who typically receive individualized support to improve their behavior and academic progress.

Below are some examples of positive behavior interventions:

Routines

For children with special needs like autism, it may require significant effort for them to follow a routine. Teachers should make sure to set clear routines of everything that students should do in a classroom in a clear and predictable manner.

Taking breaks

Taking breaks from the activity you are doing with the child is important- this helps them take a moment to understand the activity. Breaks can also be used to teach self-management or self-regulation.

Signaling

In a group setting, creating silent signals can help the child communicate in a comfortable way while making the child feel needed and special. These signals are effective when it comes to reinforcement of positive behavior with minimal disruption and also give the child a safe way to express themselves.

Proximity

You can physically get closer to a student or give a physical cue to get them on task without giving verbal instructions. Although physical proximity can be intimidating in some cases, if you are sensitive, subtle, and caring about it, physical proximity can be a less disruptive method of behavioral intervention.

Quiet corrections

In this scenario, you should try to quietly correct any display of challenging behavior verbally without discomforting the child in front of others. You should quickly remind the child what you want them to do and move away and monitor from afar.

Positive phrasing

Using aggressive or negative phrasing can cause tension within children and cause public embarrassment. Try to avoid statements that implicate a threat like "either-or" or "If you don't, then I will" statements. Instead, frame your sentences more sensitively with positive phrasing like: "We always walk down the stairs" instead of saying, "Don't run down the stairs." Doing so will also give the child a clear idea of exactly what you want them to do.

Practicing the behavior you want to see

Acknowledging positive behavior by children or narrating the behavior you want to see in a child can be an immensely helpful tool. Sometimes, you may have to demonstrate the behavior you want to see in a child as children tend to mimic behaviors.

Tangible reinforcers

Rewarding positive behavior can be a helpful way of reinforcing a specific behavior. Children tend to repeat behavior that has been rewarded in the past or has gained positive attention.

Steps in the Positive Behavior Support process

The process of PBS can be divided into six primary steps:

Step 1: Building a team

PBS begins with identifying the key individuals involved in the child's life including family, friends, and therapists.

Step 2: Person-centered planning

Person-centered planning brings the team together and discusses what success would look like for the child.

Step 3: Functional Behavior Assessment

A functional Behavioral assessment determines the cause and effect behind triggers that maintain difficult behaviors.

Step 4: Hypothesis development

This stage summarizes what is known about the triggers and behaviors of a child and provides a hypothesis on why the behavior occurs.

Step 5: Support plan

Once hypotheses about why a behavior occurs are established, the team can develop a support plan that suggests different prevention strategies, replacement skills, or new ways to respond to the problematic behavior.

Step 6: Monitoring outcomes

Once the support plan is implemented, the effectiveness of the plan should be measured based on changes in the problem behavior or achievement in new skills.

In Conclusion

PBS is the most modern way of taking care of a child with autism. However, implementing PBS is a team effort as you and your family may need to participate and monitor changes from time to time.

Songbird Therapy is a technology-enabled provider setting a higher standard for children's autism care. With a deeply passionate team and innovative technology, we're building a world where every child can access world-class care at home, uniquely tailored to them.

# data[].attributes.attachment_link.title
Positive behavior support: 6 steps to success | Autism Resources

# data[].attributes.attachment_link.description
Positive Behavior Support (PBS) is a research-based process used in ABA therapy to develop appropriate replacement behaviors for children with autism.

# data[].attributes.body
Keeping language positive tends to eliminate embarrassment and tension during redirection. Rather than saying for a student to not say something, it should be phrased with the expected behavior. Instead of “Don’t run in the halls”, we should say “We walk in the halls” or “Please use walking feet”. This provides redirection in the form of a reminder and not a yell.

# data[].attributes.attachment_link.readable_text
Positive Behavior Support (PBS) is a research-based process used in ABA therapy to develop appropriate replacement behaviors for children with autism.

History of Positive Behavior Support

In the early 1980s, there were many developments in the application and designs for intervening in challenging behavior, but very few were proven to be effective. In the late 1980s and early 1990s, PBS was developed as a proven and safe process. Today, PBS is used as an umbrella term that incorporates all positive interventions in managing difficult behavior.

PBS Process

PBS follows the ABC model:

Antecedent - Events that occur directly before the behavior.

Behavior - The behavior that a child is demonstrating.

Consequences - The actions or responses following the behavior.

The primary goals of PBS are:

To minimize disruptive behavior in a learning environment or community

Simultaneously encourage positive behavior and replace challenging behavior

To teach self-management skills

Positive Behavior Support or intervention (PBIS)

In addition to PBS, there is another process called Positive behavior support and intervention (PBSI) that is a tiered system used in schools to correct different behaviors.

Tier 1: These are regular support systems that apply to all students.

Tier 2: These systems focus on the 10 to 15 percent of students who may display behavioral challenges.

Tier 3: These systems apply to students who typically receive individualized support to improve their behavior and academic progress.

Below are some examples of positive behavior interventions:

Routines

For children with special needs like autism, it may require significant effort for them to follow a routine. Teachers should make sure to set clear routines of everything that students should do in a classroom in a clear and predictable manner.

Taking breaks

Taking breaks from the activity you are doing with the child is important- this helps them take a moment to understand the activity. Breaks can also be used to teach self-management or self-regulation.

Signaling

In a group setting, creating silent signals can help the child communicate in a comfortable way while making the child feel needed and special. These signals are effective when it comes to reinforcement of positive behavior with minimal disruption and also give the child a safe way to express themselves.

Proximity

You can physically get closer to a student or give a physical cue to get them on task without giving verbal instructions. Although physical proximity can be intimidating in some cases, if you are sensitive, subtle, and caring about it, physical proximity can be a less disruptive method of behavioral intervention.

Quiet corrections

In this scenario, you should try to quietly correct any display of challenging behavior verbally without discomforting the child in front of others. You should quickly remind the child what you want them to do and move away and monitor from afar.

Positive phrasing

Using aggressive or negative phrasing can cause tension within children and cause public embarrassment. Try to avoid statements that implicate a threat like "either-or" or "If you don't, then I will" statements. Instead, frame your sentences more sensitively with positive phrasing like: "We always walk down the stairs" instead of saying, "Don't run down the stairs." Doing so will also give the child a clear idea of exactly what you want them to do.

Practicing the behavior you want to see

Acknowledging positive behavior by children or narrating the behavior you want to see in a child can be an immensely helpful tool. Sometimes, you may have to demonstrate the behavior you want to see in a child as children tend to mimic behaviors.

Tangible reinforcers

Rewarding positive behavior can be a helpful way of reinforcing a specific behavior. Children tend to repeat behavior that has been rewarded in the past or has gained positive attention.

Steps in the Positive Behavior Support process

The process of PBS can be divided into six primary steps:

Step 1: Building a team

PBS begins with identifying the key individuals involved in the child's life including family, friends, and therapists.

Step 2: Person-centered planning

Person-centered planning brings the team together and discusses what success would look like for the child.

Step 3: Functional Behavior Assessment

A functional Behavioral assessment determines the cause and effect behind triggers that maintain difficult behaviors.

Step 4: Hypothesis development

This stage summarizes what is known about the triggers and behaviors of a child and provides a hypothesis on why the behavior occurs.

Step 5: Support plan

Once hypotheses about why a behavior occurs are established, the team can develop a support plan that suggests different prevention strategies, replacement skills, or new ways to respond to the problematic behavior.

Step 6: Monitoring outcomes

Once the support plan is implemented, the effectiveness of the plan should be measured based on changes in the problem behavior or achievement in new skills.

In Conclusion

PBS is the most modern way of taking care of a child with autism. However, implementing PBS is a team effort as you and your family may need to participate and monitor changes from time to time.

Songbird Therapy is a technology-enabled provider setting a higher standard for children's autism care. With a deeply passionate team and innovative technology, we're building a world where every child can access world-class care at home, uniquely tailored to them.

# data[].attributes.attachment_link.title
Positive behavior support: 6 steps to success | Autism Resources

# data[].attributes.attachment_link.description
Positive Behavior Support (PBS) is a research-based process used in ABA therapy to develop appropriate replacement behaviors for children with autism.

# data[].attributes.body
Students with ASD tend to be sensitive to loud noises. Being in an assembly or cafeteria where it is loud can cause students to act out. They become quickly overstimulated from the noise and might not know how to handle this feeling appropriately. Providing headphones when it might be too loud would prevent the behaviors from occurring because the antecedent would be eliminated.

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Positive Behavioral Interventions and Supports (PBIS) is really about implementing a new kind of school wide culture. Positive behavior strategies and social emotional learning (SEL) are becoming more common in schools across the country as we increasingly realize that we need to look beyond punishment and learn to provide support in order to help our students develop the skills needed to thrive in school and in the world. Encouraging personal accountability rather than just a culture of punishment has been proven to be much more effective in improving student behavior.

When a student is struggling in school there are often a number of factors that are coming into play. Simply punishing the student does not address the root causes of the behavior. PBIS can help students and school staff develop life skills that will help them overcome challenges and be more successful. When PBIS is embedded in school culture for a significant period of time it can greatly improve school climate.

The focus of PBIS is primarily on school-wide interventions to support the learning needs of all students, including those with neurodiversities like autism. When expectations are communicated clearly and directly to all learners involved within an educational setting, goals for school-wide success can be stated and reinforced in a manner that is consistent with an environment focused on growth and individual achievement for each student.

Guiding principles and Goals of PBIS include:

Creating a process for tracking the behavioral progress of each student, and the school body collectively, over time¹

Establishing expectations for the learning and inclusion of all students

Recognizing that the academic and social needs of each child vary and, therefore, outcomes for success should be individually tailored

Encouraging staff and school volunteers to embrace PBIS interventions consistently throughout the school as a whole

Collecting school-wide data on the success of PBIS strategies to support the continuation or discontinuation of interventions and to tweak approaches going forward

Promoting academic and social success for each student in every educational context

Developing early intervention practices to support the needs of the entire student body

Providing opportunities for explicit instruction and specific feedback during socialization and group learning times

Setting rewards and determining consequences for adhering, or failing to adhere, to PBIS guidelines and interventions

Importantly, PBIS strategies take place throughout the day in each setting of the academic environment, such as on the bus, in physical education class, during lunch, and while on the playground.¹

Behavior is viewed as a form of communication where positive behaviors can be used to replace behaviors that are targeted to be decreased. To illustrate, rather than throwing a pencil in class to get the teacher's attention, students learn to raise their hands when they have a question according to school-wide PBIS instruction. The action of raising one's hand is reinforced by receiving help from the teacher, and pencil-throwing behavior is placed on extinction (i.e. the action is no longer reinforced in any setting throughout the school) by instructors ceasing to provide attention for pencil throwing.

Examples of PBIS in School Settings

PBIS interventions in a school setting may consist of the following:

Establishing a consistent routine²

Streamlining an approach for achieving breaks throughout the school day

Developing a method for hand-raising during class when assistance is needed, walking quietly in hallways throughout the school, lowering one's voice when in the library, etc.

Providing examples of behavior that is, and is not, acceptable within school contexts

Designing a school-wide reward system, for example, providing access to a school store with rewards that can be earned by adhering to PBIS guidelines and receiving school coins as currency.

Promoting a process for incorporating silent signals throughout the school, such as having green, yellow, and red signals to indicate when it is and is not appropriate to speak loudly in various contexts, areas, and locations.

Creating clear-cut expectations for classroom and school-wide behavior

Staying on task and incorporating "if-then" statements for student behavior, for example, if the class finishes their sheet of math problems on time, then recess will be earned.²

Stating the positive behaviors that instructors desire to see throughout the school such as walking quietly, using calm voices, and respecting other students and staff members.

It is important to adhere to a method of gentle, peaceful, and consistent corrections when behavioral expectations are not achieved or when the parameters for classroom behavior are broken by a student or group of students. When rule violations occur, instructors should speak directly with the student(s) involved about which guideline or school policy was broken. Specific direction and instruction should be provided on how to improve going forward, and response cost procedures, such as taking away a reward or removing earned school currency, can be implemented for students who consistently fail to meet school-wide expectations for their behavior and conduct. Similarly, positive replacement behaviors that serve the same function as the behavior targeted for decrease should be emphasized as well.

Adhering to pre-established response cost procedures is essential to the success of PBIS approaches. Such interventions cause the student or group of students to lose access to a predetermined amount of a reward or reinforcer for breaking a school rule, guideline, or policy. Examples of rewards that can be lost may include: access to preferred activities, items, prizes, and earned school currency or coins. School personnel should promptly correct and redirect any behavior that is not consistent with PBIS expectations and protocols.

The Three PBIS Tiers

There are three primary tiers when considering PBIS interventions, practices, strategies, and goals³:

Tier 3: Individual

Tier 2: Targeted

Tier 1: Universal

Tier 1 focuses on school-wide interventions, rules, and guidelines for all students. Examples that fall under this category include: school-wide hall policies such as walking quietly and calmly in the hallways, using a low voice when in the school library, remaining seated while in the lunchroom, flushing toilets in the bathroom, and respecting others by taking turns during recess.4 This tier applies to the entire student body meaning that the policies and practices are intended for 100% of the students in attendance.

Tier 2 emphasizes additional policies, practices, and interventions for students who need further guidance and direction. Support in this tier may include the following: evidence-based practices, interventions, and assistance for groups of students who can benefit from supplemental instruction. This tier typically includes about 5 to 15% of the entire student body and can encompass practices such as self-monitoring, scheduling in breaks, training peer mentors, and encouraging strategies for stress management and conflict resolution.⁵ Developing individualized daily schedules with visual reminders is another helpful practice that is commonly used in this tier-especially with individuals on the autism spectrum.

Tier 3 is intended for 3-5% of the total students in a school body, and strategies in this tier support learners who require intensive and individualized services.⁶ One-on-one paraprofessionals and other school staff are trained to implement protocols, strategies, and interventions designed to strengthen participation in school-wide activities with other students (while incorporating modifications and accommodations as needed). An example of an intervention that would fall under this tier is providing noise-canceling headphones for a student with autism (who becomes easily overstimulated by loud noises) to wear during large group assemblies. The paraprofessional or support person for the student would provide access to the accommodation (i.e., the headphones) during group activities to provide a way for the learner to still participate in large gatherings with this slight modification in place to make it more manageable sensory-wise.

In Summary

Positive Behavioral Interventions and Supports seek to increase socially appropriate behavior throughout an entire school body by providing consistent guidelines for all leaders, staff members, and instructors to follow. While the first tier of PBIS interventions are intended for all students, the second and third tiers are reserved for learners requiring additional support.

Consistency is key when implementing school-wide PBIS interventions, and school personnel should be adequately informed of the rules, policies, and expectations for student behavior. Strategies for correcting behavior that is inconsistent with PBIS guidelines should be clearly and directly stated to each member on staff with the school from the outset.
Check out our free downloadable list of ways to tailor PBIS for autism!
What has been your experience with PBIS? We'd love to hear from you! Please leave us a comment at the end of this post.

References

1. https://edgemont.mvusd.net/apps/pages/index.jsp?uREC_ID=793636&type=d&pREC_ID=2013436

2. https://www.kickboardforschools.com/pbis-positive-behavior-interventions-supports/9-examples-of-positive-behavior-support-interventions/

3. https://www.pbis.org/topics/school-wide

4. https://blog.brookespublishing.com/7-steps-to-successful-schoolwide-positive-behavior-support/

5. https://www.pbisworld.com/tier-2/

6. https://www.pbis.org/topics/classroom-pbis

7. https://lexingtonservices.com/using-the-pbis-framework-to-improve-behavior-in-autism-schools/ (note: referenced in handout above)

# data[].attributes.attachment_link.title
Positive Behavioral Interventions and Supports (PBIS) for Autism

# data[].attributes.attachment_link.description
Positive Behavioral Interventions and Supports (PBIS) is really about implementing a new kind of school wide culture. Positive behavior strategies and social emotional learning (SEL) are becoming more common in schools across the country as we increasingly realize that we need to look beyond punishment and learn to provide support in order to help our students develop the skills needed to thrive in school and in the world.

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Individualized daily schedules can be used in any class as a set piece of information or mobile and able to be carried by the student. Having a visual schedule for the student to reference can help them expect upcoming things. Having this schedule can also between help students with ASD understand any changes in the schedule. For example, if an assembly is happening during math, a student could change their math picture and make it an assembly. Physically doing this, combined with the visual aspect, will make that information stick better, promoting encouraged behavior.

# data[].attributes.attachment_link.readable_text
Positive Behavioral Interventions and Supports (PBIS) is really about implementing a new kind of school wide culture. Positive behavior strategies and social emotional learning (SEL) are becoming more common in schools across the country as we increasingly realize that we need to look beyond punishment and learn to provide support in order to help our students develop the skills needed to thrive in school and in the world. Encouraging personal accountability rather than just a culture of punishment has been proven to be much more effective in improving student behavior.

When a student is struggling in school there are often a number of factors that are coming into play. Simply punishing the student does not address the root causes of the behavior. PBIS can help students and school staff develop life skills that will help them overcome challenges and be more successful. When PBIS is embedded in school culture for a significant period of time it can greatly improve school climate.

The focus of PBIS is primarily on school-wide interventions to support the learning needs of all students, including those with neurodiversities like autism. When expectations are communicated clearly and directly to all learners involved within an educational setting, goals for school-wide success can be stated and reinforced in a manner that is consistent with an environment focused on growth and individual achievement for each student.

Guiding principles and Goals of PBIS include:

Creating a process for tracking the behavioral progress of each student, and the school body collectively, over time¹

Establishing expectations for the learning and inclusion of all students

Recognizing that the academic and social needs of each child vary and, therefore, outcomes for success should be individually tailored

Encouraging staff and school volunteers to embrace PBIS interventions consistently throughout the school as a whole

Collecting school-wide data on the success of PBIS strategies to support the continuation or discontinuation of interventions and to tweak approaches going forward

Promoting academic and social success for each student in every educational context

Developing early intervention practices to support the needs of the entire student body

Providing opportunities for explicit instruction and specific feedback during socialization and group learning times

Setting rewards and determining consequences for adhering, or failing to adhere, to PBIS guidelines and interventions

Importantly, PBIS strategies take place throughout the day in each setting of the academic environment, such as on the bus, in physical education class, during lunch, and while on the playground.¹

Behavior is viewed as a form of communication where positive behaviors can be used to replace behaviors that are targeted to be decreased. To illustrate, rather than throwing a pencil in class to get the teacher's attention, students learn to raise their hands when they have a question according to school-wide PBIS instruction. The action of raising one's hand is reinforced by receiving help from the teacher, and pencil-throwing behavior is placed on extinction (i.e. the action is no longer reinforced in any setting throughout the school) by instructors ceasing to provide attention for pencil throwing.

Examples of PBIS in School Settings

PBIS interventions in a school setting may consist of the following:

Establishing a consistent routine²

Streamlining an approach for achieving breaks throughout the school day

Developing a method for hand-raising during class when assistance is needed, walking quietly in hallways throughout the school, lowering one's voice when in the library, etc.

Providing examples of behavior that is, and is not, acceptable within school contexts

Designing a school-wide reward system, for example, providing access to a school store with rewards that can be earned by adhering to PBIS guidelines and receiving school coins as currency.

Promoting a process for incorporating silent signals throughout the school, such as having green, yellow, and red signals to indicate when it is and is not appropriate to speak loudly in various contexts, areas, and locations.

Creating clear-cut expectations for classroom and school-wide behavior

Staying on task and incorporating "if-then" statements for student behavior, for example, if the class finishes their sheet of math problems on time, then recess will be earned.²

Stating the positive behaviors that instructors desire to see throughout the school such as walking quietly, using calm voices, and respecting other students and staff members.

It is important to adhere to a method of gentle, peaceful, and consistent corrections when behavioral expectations are not achieved or when the parameters for classroom behavior are broken by a student or group of students. When rule violations occur, instructors should speak directly with the student(s) involved about which guideline or school policy was broken. Specific direction and instruction should be provided on how to improve going forward, and response cost procedures, such as taking away a reward or removing earned school currency, can be implemented for students who consistently fail to meet school-wide expectations for their behavior and conduct. Similarly, positive replacement behaviors that serve the same function as the behavior targeted for decrease should be emphasized as well.

Adhering to pre-established response cost procedures is essential to the success of PBIS approaches. Such interventions cause the student or group of students to lose access to a predetermined amount of a reward or reinforcer for breaking a school rule, guideline, or policy. Examples of rewards that can be lost may include: access to preferred activities, items, prizes, and earned school currency or coins. School personnel should promptly correct and redirect any behavior that is not consistent with PBIS expectations and protocols.

The Three PBIS Tiers

There are three primary tiers when considering PBIS interventions, practices, strategies, and goals³:

Tier 3: Individual

Tier 2: Targeted

Tier 1: Universal

Tier 1 focuses on school-wide interventions, rules, and guidelines for all students. Examples that fall under this category include: school-wide hall policies such as walking quietly and calmly in the hallways, using a low voice when in the school library, remaining seated while in the lunchroom, flushing toilets in the bathroom, and respecting others by taking turns during recess.4 This tier applies to the entire student body meaning that the policies and practices are intended for 100% of the students in attendance.

Tier 2 emphasizes additional policies, practices, and interventions for students who need further guidance and direction. Support in this tier may include the following: evidence-based practices, interventions, and assistance for groups of students who can benefit from supplemental instruction. This tier typically includes about 5 to 15% of the entire student body and can encompass practices such as self-monitoring, scheduling in breaks, training peer mentors, and encouraging strategies for stress management and conflict resolution.⁵ Developing individualized daily schedules with visual reminders is another helpful practice that is commonly used in this tier-especially with individuals on the autism spectrum.

Tier 3 is intended for 3-5% of the total students in a school body, and strategies in this tier support learners who require intensive and individualized services.⁶ One-on-one paraprofessionals and other school staff are trained to implement protocols, strategies, and interventions designed to strengthen participation in school-wide activities with other students (while incorporating modifications and accommodations as needed). An example of an intervention that would fall under this tier is providing noise-canceling headphones for a student with autism (who becomes easily overstimulated by loud noises) to wear during large group assemblies. The paraprofessional or support person for the student would provide access to the accommodation (i.e., the headphones) during group activities to provide a way for the learner to still participate in large gatherings with this slight modification in place to make it more manageable sensory-wise.

In Summary

Positive Behavioral Interventions and Supports seek to increase socially appropriate behavior throughout an entire school body by providing consistent guidelines for all leaders, staff members, and instructors to follow. While the first tier of PBIS interventions are intended for all students, the second and third tiers are reserved for learners requiring additional support.

Consistency is key when implementing school-wide PBIS interventions, and school personnel should be adequately informed of the rules, policies, and expectations for student behavior. Strategies for correcting behavior that is inconsistent with PBIS guidelines should be clearly and directly stated to each member on staff with the school from the outset.
Check out our free downloadable list of ways to tailor PBIS for autism!
What has been your experience with PBIS? We'd love to hear from you! Please leave us a comment at the end of this post.

References

1. https://edgemont.mvusd.net/apps/pages/index.jsp?uREC_ID=793636&type=d&pREC_ID=2013436

2. https://www.kickboardforschools.com/pbis-positive-behavior-interventions-supports/9-examples-of-positive-behavior-support-interventions/

3. https://www.pbis.org/topics/school-wide

4. https://blog.brookespublishing.com/7-steps-to-successful-schoolwide-positive-behavior-support/

5. https://www.pbisworld.com/tier-2/

6. https://www.pbis.org/topics/classroom-pbis

7. https://lexingtonservices.com/using-the-pbis-framework-to-improve-behavior-in-autism-schools/ (note: referenced in handout above)

# data[].attributes.attachment_link.title
Positive Behavioral Interventions and Supports (PBIS) for Autism

# data[].attributes.attachment_link.description
Positive Behavioral Interventions and Supports (PBIS) is really about implementing a new kind of school wide culture. Positive behavior strategies and social emotional learning (SEL) are becoming more common in schools across the country as we increasingly realize that we need to look beyond punishment and learn to provide support in order to help our students develop the skills needed to thrive in school and in the world.