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Positive Behavioral Interventions and Supports (PBIS)

South Central Service Cooperative (SCSC) has collaborated with Southeast Service Cooperative and Southwest West/Central Service Cooperative to provide service to districts in the South Region of Minnesota. 

School-wide Positive Behavior Supports (SW-PBS) provides an organizational approach or framework for improving the social behavior climate of the schools and supporting or enhancing the impact of academic instruction on achievement and increasing proactive (positive/preventive) management. 

Please reach out to your regional coordinator for more information:

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.

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
4 PBIS Elements diagram

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

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
PBIS Core Features diagram

Visit the National Technical Assistance Center for more detailed information on the success of outcomes associated with PBIS implementation. 

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).
PBIS Continuum Diagram

PBIS Newsletters