Positive Behavior Interventions and Supports (PBIS)

Positive Behavior Interventions and Supports (PBIS) is  a multi-tiered approach to social, emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.

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Pennsylvania's PBIS System: Recognition 2018-2019 School Year The Pennsylvania Positive Behavior Support Network (PaPBS) is pleased to announce the 2019 recipients of recognition for high fidelity implementation of Positive Behavior Interventions and Support (PBIS). The PaPBS Network recognition system annually identifies and publicly distinguishes Pennsylvania’s Program Wide (PW) and School Wide (SW) sites for successful implementation of PBIS.

Annotated Positive Behavior Support Plan For a student with an Individualized Education Program (IEP), the positive behavior support plan is integrated within the IEP document. However, while focusing on behavioral interventions, the team may find it helpful to develop all components of the plan at one time. For this reason, the annotated positive behavior support plan includes relevant components of Section VI of the IEP document: program modifications and specifically designed instruction, related services, and supports for school personnel provided for the child. These may serve as reminders for the IEP team to consider in designing the positive behavior support plan.

Manifestation Determination Worksheet A Manifestation Determination is a process, required by the Individuals With Disabilities Education Act (IDEA 2004), which is conducted when considering the exclusion of a student with a disability that constitutes a change of placement.

Manifestation Determination This rack card explains Manifestation Determination, which is a process required by the Individuals With Disabilities Education Act (IDEA 2004). A Manifestation Determination is conducted when considering the exclusion of a student with a disability that constitutes a change of placement.

Pennsylvania's Schoolwide Positive Behavior Interventions and Supports System: Behavioral Expectations Creating, defining, and teaching a set of schoolwide expectations to all students lays the foundation for creating a positive school climate by acknowledging and celebrating students for meeting those expectations. This publication focuses on one of the nine critical features of the development of an effective schoolwide behavior system: Clearly defined behavioral expectations.

Pennsylvania's Schoolwide Positive Behavior Interventions and Supports System: Training Readiness Checklist for Individual Schools This folder provides a place to store documentation related to Schoolwide Positive Behavior Interventions and Supports and doubles as a checklist of items to be completed prior to Schoolwide Positive Behavior Interventions and Supports Training.

Pennsylvania's Schoolwide Positive Behavior Interventions and Supports System: An Introduction This booklet describes Schoolwide Positive Behavior Interventions and Supports (SWPBIS), provides an SWPBIS model and a Response to Intervention model, and explains why an SWPBIS system is necessary.

Pennsylvania's Schoolwide Positive Behavior Interventions and Supports System: Defining and Managing Challenging Behaviors This publication focuses on "clearly defined and consistently implemented systemic procedures for dealing with misbehavior," a critical feature of an effective schoolwide behavior system.

Research-Based Effective Teaching Principles This fact sheet lists research-validated, effective teaching principles.

An Introduction to Applied Behavior Analysis This booklet describes the principles of Applied Behavior Analysis (ABA), how ABA is used in education, and different educational approaches that use the principles of ABA.

Board Certified Behavior Analysts and Public Education: Rationale and Guidelines As the number of students with Autism Spectrum Disorders (ASDs) has grown, so has the need for effective educational interventions. Addressing the needs of students with autism is best accomplished through a team approach and a key member of that team can be a Board Certified Behavior Analyst (BCBA). This guide describes the role of BCBAs, the educational path toward achieving this designation, standards of practice for behavior analysts, and guidelines for educational practice.

Functional Behavioral Assessment Functional Behavioral Assessment (FBA) is a student-centered team process used in instances when behavior negatively impacts a student’s learning or that of the student’s peers. This brochure provides information about FBA.

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Consultants

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Sielke Caparelli, Ed.D. PaTTAN - Pittsburgh

Donna Halpin PaTTAN - East

Ashley Harned PaTTAN - Harrisburg

Willow Hozella PaTTAN - Harrisburg

Kathryn Poggi, Ed.D. PaTTAN - Pittsburgh

Tara Russo PaTTAN - Harrisburg

Sandy Shacklady-White PaTTAN - East

Bob Shields PaTTAN - Pittsburgh

Erica Kaurudar PaTTAN - Harrisburg

Scott Semow PaTTAN - Pittsburgh

Chanda Telleen PaTTAN - Harrisburg

Francine Dutrisac PaTTAN - Harrisburg