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Supporting Students with Disabilities in the Classroom within a PBIS Framework

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Positive Behavior Support for People with Developmental Disabilities: A Research Synthesis.

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Positive Behavioral Interventions and Supports (PBIS) was developed in the 1980s as a data based behavioral intervention for students with behavioral disorders (BD). Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach which incorporates behavioral and academics supports within a comprehensive framework. The PBIS philosophy gained support in the 1990s, with the reauthorization of the Individuals with Disabilities Act (IDEA) of 1997. A subsequent grant and its funded research indicated that PBIS should focus on prevention, data driven decisions, school-wide programming, and direct social skill teaching, all within a collaborative team-based approach (Sugai and Simonsen, 2012).

Positive Behavioral Interventions and Supports is a great tool to help schools prevent and manage challenging behaviors, as well as teach and reinforce school wide expected behaviors. The PBIS process emphasizes consistency and continuity and therefore would work well in addressing the needs of students on the spectrum who learn best with routine and repetition. Under the PBIS framework, schools create their own unique set of expectations which they define with explicit and concrete behaviors. Staff and students alike are taught the school specific "code of conduct" which is usually developed around a school mascot or theme. Student behavior is evaluated based upon the school's clear expectations. For example, "Responsibility" is a common value for PBIS schools. It might be defined by arriving to school and/or class on time.

Staff is trained to use the code of conduct to acknowledge or address both appropriate and inappropriate behaviors. Schools develop clear protocol for recognizing and rewarding those students who meet school expectations. They also intervene when students are not meeting expectations. Protocol usually includes reviewing the school value and explaining how to demonstrate the value with behavior. If required, more specific skill development can be offered. More serious or repetitive violations become disciplinary matters which are handled by administration's predetermined data-based procedure.

According to the DSM-V, Autism Spectrum Disorder (ASD) has two key characteristics; deficits in social communication and restricted or repetitive behaviors and interests. Students with ASD often experience difficulties with; social reciprocity, interpreting nonverbal social cues and developing social relationships. ( http://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria). PBIS focuses on both academic and social skill building. This school-wide behavioral framework clarifies expected behaviors and uses re-teaching and reinforcement to encourage development of appropriate behaviors.

PBIS schools support students with a three-tier behavioral approach. The Positive Behavioral Interventions Supports framework incorporates more intensive supports for those individuals and groups of individuals who need it. The multi-tiered approach gives schools the flexibility to handle all types of behaviors, including the more challenging ones.

Universal expectations or tier one supports set school wide guidelines for the behavior of all students. Students (and staff) are explicitly taught the expected behaviors. Interventions focus on teaching students to understand the school's social, behavioral and academic rules. Students are held accountable to this "code of conduct". By incorporating a PBIS approach schools are able to explicitly explain their culture. Students are better able to understand and navigate school expectations. Students who meet or exceed school expectations receive reinforcement or rewards.

Tier-two and tier-three interventions offer additional assistance to individual(s) who are exhibiting more challenging behaviors and might need extra attention or skill development to meet school requirements. Tier-two and tier-three supports help schools meet the needs of students who require extra support to meet universal expectations.

Tier-two interventions usually target a small group of students who demonstrate similar behaviors. Tier-two supports usually involve reviewing the rule or behavior not being demonstrated in a systematic way. Interventions which are embedded into the schools arsenal of support tools such as offering a social skills or academic skills group to students would be examples of tier-two supports. Such groups would focus on breaking down the steps to obtain a specific skill and then provide opportunities to practice this new skill. These supports provide increased attention, structure and skill development for the student(s). Such interventions can also be helpful in providing data driven feedback to both the student and the families about progress made in meeting expectations.

Tier-three supports are the most specific and intensive because they focus on individual student needs. At tier-three the emphasis is on understanding the function of the undesirable or challenging behavior for the particular student (obtain something, escape something, or just getting attention). Interventions are developed based upon individual evaluations such as functional behavioral assessments. Behavioral intervention plans are often developed in an effort to have a consistent response to the inappropriate behavior. Environmental factors such as when, where and how are examined. A plan for interrupting the pattern of inappropriate behavior and replacing it with a more appropriate behavior is developed. Any tier-three intervention would be communicated, monitored and implemented with school wide consistency and continuity in accordance with the data driven practices of PBIS (Lohrmann, Forman, Martin, Palmieri, 2008).

At school, students are expected to learn how to manage themselves and their schedules. The expectation of self-management and accountability is supported by the systems of PBIS. Evidence-based practices which are documented to work for individuals with ASD such as modeling, prompting, reinforcement, social skilled training, task analysis, video modeling and visual support can all be incorporated into the various tiers of the PBIS approach (Wong, C., Odom, S.L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., ... Schultz, T.R., 2013).

It is widely accepted that students with Autism Spectrum Disorder learn best when given concrete rules and consistent reinforcement. Their stress level is also diminished when they can predict their environment (LaVoie, 2005). The school-wide nature of PBIS is therefore ideal for students with Autism Spectrum Disorder. The explicit nature of the PBIS framework operationalizes pro-social values so students can better understand the behavioral expectations across all settings (i.e. classroom, hallways & cafeteria). Tier-two and tier-three interventions provide the repetitive teaching and progress monitoring to encourage appropriate behaviors across all school settings. As you would imagine, parental involvement and support is often crucial to the success of these supports.

PBIS focuses on student outcomes and behaviors in both the academic and social arenas. Students with ASD benefit from routine and structure. PBIS sets clearly stated rules and school-wide expectations. Consequently, the PBIS approach is helpful to promote appropriate behavior and address challenging behavior. Consistent teaching and re-teaching of expectations is an integral component of each tier of support under PBIS. The collaborative team approach and predictability of disciplinary procedures is a good fit when working on promoting appropriate behaviors for students with ASD.
Christine Alter, LCSW is a Teacher and Social Counselor at the New York Institute of Technology's Vocational Independence Program (NYIT-VIP). The Vocational Independence Program is a U.S. Department of Education approved Comprehensive Transition and Post-secondary (CTP) program. Ms. Alter is chairperson for VIP's Dare to Care PBIS Committee, which implements their school expectations known as "The Bears Code." For more information, please visit References www.nyit.edu/vip.
LaVoie, R, It's So Much Work to Be Your Friend Helping the Child with Learning Disabilities Find Social Success, Simon & Schuster, 2005.

Lohrmann, Forman, Martin, Palmieri, Understanding School Personnel's Resistance to Adopting School wide Positive Behavior Support at a Universal level of Intervention, Journal of Positive Behavior Intervention Vol 10 Number 4 October 2008 p. 256-269).

Sugai and Simonsen, Positive Behavioral Interventions and Supports: History, Defining Features and Misconceptions, Center for PBIS & Center for Positive Behavioral Interventions and Supports, University of Connecticut June 19, 2012.

Wong, C., Odom, S.L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., ... Schultz, T.R. (2013) Evidence-based practices for children, youth and young adults with Autism spectrum Disorder, Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.

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Positive Behavioral Interventions and Supports: An Effective Approach for Schools to Prevent and Manage Challenging Behaviors

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Positive Behavioral Interventions and Supports (PBIS) was developed in the 1980s as a data based behavioral intervention for students with behavioral disorders (BD). Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach which incorporates behavioral and academics supports within a comprehensive framework.

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An online, interactive program that can be used to track and reward students target behavior. The program can be accessed on computers or smart devices and can be displayed to students using white boards or big screens so that they can track their progress. The program also offers other features such as online student portfolios.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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Online School Store to be used as part of PBIS

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HMH Classcraft pairs ELA and math content with research-based lesson plans resulting in reduced educator planning time and increased student engagement.

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Token Economy - An online banking system that acts as a classroom token economy system. Students are given debit cards and have access to their “accounts”. The teacher can also “charge” students for things (for example if they forget materials).

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Get rid of all those paper classroom dollar bills and coins with this completely DIGITAL classroom token economy system. Structured very similarly to online banking apps, this activity teaches students how to manage their money online with a simple click! This download walks you step-by-step through the process of setting up your online class banking system. I have included videos showing each step to help you quickly learn how easy it is to make this happen in your own classroom.

This activity provides you with a framework for a class bank using Google Sheets. Deposits are automatically coded in green and withdrawals are automatically coded in red. As the teacher enters these transactions on behalf of the student (essentially functioning as the "bank,") the students can monitor them on their own by scanning their codes on their cards. You will get FULLY EDITABLE card templates that you can individualize for each of your students. They are realistic and are very age-appropriate alternatives for students to use to access their balances. Steps are broken down with video instructions to walk you through each part of the process. Once setup, you will be blown away with how amazing this system is to use and how many great life skills you can work on with your students in the process.

Although initially designed for life skills students to expose them to money management, credit / debit use, and banking, this activity would be an excellent addition for any teacher looking to integrate more real world learning opportunities into daily instruction.

⭐️ Please watch the video preview to get a brief glimpse into how this product works ⭐️
How to Use This In Your Classroom:
I provide each one of my students a unique card that they can use to access their balances. Every week, students earn a set amount of money which you can count as a "salary." Throughout the week, the teacher can add more deposits into the students' bank account for positive behavior, work completion, etc. The teacher can also charge the student for things as well (ex: missing HW, supplies, etc.). To make this fun, you can make a class store that students can save up for to buy things later (ex: candy, trinkets, etc.).

⭐️Since this "app" updates in real time whenever you make any changes, students can always have up to date balances for their bank account very much like we can do when accessing online banking apps⭐️

This is a highly motivating way to get students to learn about banking, money management, and credit / debit card usage.
Purchase Includes DIGITAL Access To:

A Google Sheets template that automatically calculates deposits and withdrawals.

Video instructions on how to use the Google Sheets template

Fully editable card templates (two sizes included for different student needs)

Video instructions on how to edit the cards and create QR codes

Video instructions showing how students can easily access their balances using an electronic device like a phone or iPad

Interested in Other Debit and Credit Card Downloads?
Credit Cards, Unit 1: Click Here!

Credit Cards, Unit 2: Click Here!

Credit Cards, Unit 3 - Click Here!

** Want them ALL? **: Click Here!

How to Use an ATM Interactive Coloring Page: Click Here!

Banking Interactive Coloring Pages: Click Here!

Going to the Bank Virtual Field Trip: Click Here!

Paying For Purchases With a Credit Card Simulation: Google Version OR Boom Cards Version
Interested in a Bulletin Board That Teaches About Reading Expiration Dates?
Expiration Dates / Credit and Debit Cards Interactive Bulletin Board: Click Here
Interested in Teaching Students a Credit / Debit themed WORD OF THE DAY?
Credit Card / Debit Card Vocabulary: Click Here!
Looking For More DIGITAL Lessons?
Check Them ALL Out Here: Click Here!
Need Other Popular Life Skills Lessons?
Recipe Comprehension: Click Here!

Coupons, Reading Emphasis: Click Here!

Food Directions: Click Here!

Medicine Labels: Click Here!

Receipts: Click Here!

Tickets: Click Here!

Hours of Operation: Click Here!

Safety Signs, Community Signs: Click Here!

Dollar Up, 1s, 5s, and 10s: Click Here!

Menu Math: Click Here!

How to Use a Microwave: Click Here!

How to Use a Stove: Click Here!

How to Use an Oven: Click Here!

Coupons, Picture Emphasis: Click Here!

Bus Schedules: Click Here!

Measuring Cups: Click Here!

Budgets: Click Here!

Generic vs. Name Brand: Click Here!

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Digital Class Banking System - Token Economy - Money - Budget - GOOGLE

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Life Skills | Special Education | Class Bank | Digital Class Store | Google | Money | Budget | Banking | Credit | Debit | Token Economy | Distance Learning | Get rid of all those paper classroom dollar bills and coins with this completely DIGITAL classroom token economy system.

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An online program to manage classes, students, and their rewards on virtual charts. Specific goals can be created for individual students and their progress towards goals is monitored.

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KidRewards - Online Reward Chart

A Rewards Chart is a proven tool to motivate kids to accomplish goals and develop good habits. Reward Charts are also called Behavior Charts, Chore Charts, Incentive Charts and Star Charts.

Every time a child accomplishes a task - such as completing their homework, a star (or any other shape) is added to the reward/Behavior/incentive/star chart. This is similar to sticking a sticker on a paper chart.

This provides the child instantaneous positive feedback and a sense of accomplishment. Watching the stars grow provides more positive feedback and reinforces the Behavior.

Setting a definite goal to reach a certain number of stars/points gives kids something to work toward and look forward to.

Add stars/points from anywhere

Add all the kids in your family, class or school

Assign goals and rewards

Each kid can have one or more goals

Assign common goals to all kids in one step

Kids have their own page

Kids can monitor their goals, rewards and progress

Add pictures of rewards to increase motivation

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KidRewards - Online Reward Chart A Rewards Chart is a proven tool to motivate kids to accomplish goals and develop good habits. Reward Charts are also called Behavior Charts, Chore Charts, Incentive Charts and Star Charts. Every time a child accomplishes a task - such as completing their homework, a star (or any other shape) is added to the reward/Behavior/incentive/star chart.

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An online program that can help PBIS teams with school-wide data tracking. The program can also keep track of individual student points, their rewards, and allow parent access.

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LiveSchool | School Culture & Behavior Management Solution

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Join a community of 1,000+ schools who believe positive student behavior comes from the right school culture.

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A website with a collection of PBIS resources. Resources for specific target behaviors, disabilities, resources based on tiers, data tracking, etc.

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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"A multi-language reward system that can be used with special needs individuals and individuals with Autism"

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What makes us different?

Tokenat is based on a behavior modification reinforcement system called Token Economy. The reinforcers are symbols or "tokens" that child receives for performing the target behavior. Once the child collects all the tokens that has been pre-determined, the child can earn his reward that the child chose.

A token economy is based on the principles of operant conditioning and is used in applied behavior analysis (ABA) with children with autism spectrum disorder.

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Tokenat is based on a behavior modification reinforcement system called Token Economy. The reinforcers are symbols or "tokens" that child receives for performing the target behavior. Once the child collects all the tokens that has been pre-determined, the child can earn his reward that the child chose.