School-Wide Positive Behavioral Interventions & Supports

The premise behind SW-PBIS is to shift from a reactive and aversive approach to managing problem behavior to one that is preventive and positive. SW-PBIS is comprised of a broad range of systems and individual strategies for achieving important social and learning outcomes while preventing problem behaviors with all students.

SW-PBIS is the integration of 4 key elements.

Operationally defined and valued outcomes

Behavioral and biomedical science

Research-validated practices, and

Systems change to both enhance the broad quality with which all are living/learning and reducing problem behaviors.

What is PBIS?
Positive Behavioral Interventions and Supports (PBIS) is a framework or approach for helping schools select and organize evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.
- PBIS is NOT a packaged curriculum, intervention or manual.
- PBIS is a prevention-oriented way for schools to:
  - Organize evidence-based practices
  - Improve use of evidence-based practices
  - Maximize academic and social behavior outcomes for students
- PBIS supports the success of ALL students.
- PBIS is known as SWPBS, which is short for “School-wide Positive Behavior Supports.”
- PBIS is based on principles of applied behavior analysis and the prevention approach, along with the values of positive behavior support.
The underlying theme is to teach behavioral expectations in the same way as we teach academic subjects
What Does PBIS Emphasize?
In general, SW-PBIS or SWPBS emphasizes four integrated elements:
- Data for decision making
- Measurable outcomes supported and evaluated by data
- Practices with evidence that these outcomes are achievable
- Systems that efficiently and effectively support implementation of these practices
Six Principles

These four elements are guided by six important principles:
1. Develop a continuum of scientifically-based behavior and academic interventions and supports
2. Use data to make decisions and solve problems
3. Arrange the environment to prevent the development and occurrence of problem behavior
4. Teach and encourage pro-social skills and behaviors
5. Implement evidence-based behavioral practices with fidelity and accountability
6. Screen universally and monitor student performance & progress continuously
What Outcomes are Associated with PBIS?
Schools that build the capacity to implement PBIS with fidelity and sustainability have teaching and learning environments that are:
- Are less reactive, aversive, dangerous, and exclusionary
- Are more engaging, responsive, preventive, and productive
- Address classroom management and discipline issues (e.g., attendance, antisocial behavior
- Improve supports for students who required specialized assistance (e.g., emotional and behavioral disorders, mental health)
- Most importantly, maximize academic engagement and achievement for all students
Visit the National Technical Assistance Center for more detailed information on the success of outcomes associated with PBIS implementation.
What is a Continuum of PBIS?

PBIS schools organize their evidence-based behavioral practices and systems into an integrated collection or continuum where students get supports based on their response to intervention.

A three-tiered prevention logic requires that all students receive supports at the universal or primary tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided, in the form of a group contingency (selected or secondary tier) or a highly individualized plan (intensive or tertiary tier).
More Information & Upcoming Trainings
- MN PBIS
- MN PBIS Southern Region Resources
- Newsletters