PBIS in Arkansas is fairly new. Although many schools had already begun implementing PBIS, it did not become a state-wide focus until recent years. The A-State PBIS Resource Center (formerly the Center for Community Engagement) partnered with Arkansas RTI to bring PBIS training and coaching to Arkansas. Currently, more than 140 schools are implementing PBIS across Arkansas.
What is PBIS?
PBIS is NOT a packaged curriculum, scripted intervention, or manualized strategy. PBIS IS a framework that helps schools organize evidence-based behavioral strategies into an integrated system. This integrated system enhances academic and social behavior outcomes for ALL students.
PBIS is a multi-tiered framework. That means ALL students receive universal supports. These are commonly referred to as Tier I Supports. Students also have the opportunity to receive additional supports. Tier II Supports refer to supplemental supports that are geared toward smaller groups of students. Tier III Supports refer to intensive supports that are geared toward individual students.
PBIS is a school-wide initiative. Every school should develop 3 to 5 behavioral expectations, and all staff and students should know these expectations well. That means that PBIS should be implemented across settings. Because students spend most of their time receiving instruction, implementation of PBIS in the classroom is especially critical to the success of PBIS at the school-wide level.
Why use PBIS?
Why should PBIS be implemented?
- Prevent problems before they happen
- Adopt a proactive, positive approach to discipline
PBIS Philosophy:
Schools can create a positive, predictable, safe environment that fosters positive relationships among students and staff. By teaching, modeling and encouraging positive behavior, staff create an environment more conducive to academic engagement.
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we… …teach? …punish?”
“Why can’t we finish the last sentence as automatically as we do the others?”
John Herner (1998)