June 8, 2019
Children’s behavior is communication that they use to have their needs met. Students may step out of line or push other children, might put their heads down on their desks, or throw a tantrum. Behaviors like these can be a sign that a child may not be able to tell you what they need. Sometimes, students may not even know what they need.
When school staff don’t understand a behavior or know how to respond to and help a student with a disability who has challenging behaviors, students may end up in more restrictive settings, be inappropriately disciplined, suspended, or expelled. None of these options improve a child’s behavior, but they do increase the risk that a child will lose educational benefits.
The purpose of this Guide is to give advocates, family members, and school personnel an introduction to the use of Positive Behavior Interventions and Supports (PBIS) in response to behavior and to shape good behavior. PBIS aims to help create equitable and safe classrooms for all students.
What is PBIS?
According the US Department of Education, PBIS includes preventative and responsive approaches implemented with all students in a classroom and intensified to support small groups or individual students. PBIS is framework for teachers, administrators and parents to follow.
Throughout our lives most of us learn how to behave in different settings by observing and copying other people’s behavior, being told how to behave by our family members, and by following directions in places like airports or workplaces. But, some children with disabilities learn things differently, including how to behave in certain circumstances. Think about teachers using PBIS to help students learn appropriate behavior similar to how they learn other classroom subjects such as math or science. In schools where PBIS is used, students know how they are expected to behave because those expectations are known by everyone, and good behavior is taught and supported.
PBIS has a set of foundational principles:
- Every child can learn proper behavior.
- Stepping in early can prevent more serious behavior problems.
- Each child is different and schools need to provide many kinds of behavior support.
- How schools teach behavior should be based on research and science.
- Following a child’s behavioral progress is important.
- Schools must gather and use data to make decisions about behavior problems.
PBIS sets up three tiers of support for students and staff in a school.
- Tier 1 is a schoolwide, universal system for everyone in a school. Students learn basic behavior expectations, like to be respectful and kind.
- Tier 2 provides an extra layer of support for students who continue to struggle with behavior. Students receive a set of evidence-based interventions.
- Tier 3 is for children who need individualized supports and services because of behavior issues.
How PBIS Helps Students with Disabilities
A child’s disability may affect their behavior. A child with sensory disorders may not be able to handle noisy spaces with many people and retreats under their desk. An autistic child might find making eye contact and being around other children stressful and attempts to leave the classroom. A child with a learning disability may find it difficult to read so wanders around the class during period of silent reading. These children are communicating their needs through behavior instead of words.
Instead of punishing children for these kinds of behaviors, a teacher using PBIS in the classroom has set and communicated behavior expectations and regularly reminds students of those expectations. When inappropriate behaviors occur, teachers using PBIS seek to understand the need behind the behavior, and help the student learn appropriate behaviors.
It can be difficult to figure out the need behind a student’s behavior. Teachers can seek assistance from the school’s Student Study Team (SST) to help understand and address student behavior. SSTs are typically made up of special and general education teachers and administrators, counselors, and school psychologists. Parents also have the right to request a Functional Behavior Assessment, a more formal process to gather data about the behavior.
Take Note!
To document and formalize interventions designed to change behavior, parents may request a functional behavior assessment (FBA) to help design a behavior intervention plan (BIP). A BIP is designed to help replace problem behaviors with positive behaviors. Understood.org has great information on FBAs and BIPs, and The Pacer Center’s training on PBIS is excellent.
PBIS and the Individuals with Disabilities Education Act (IDEA)
PBIS is addressed in IDEA with a focus on using FBAs to encourage good behavior rather than punishment. Advocates and parents need to know that the law requires:
- The IEP team to consider the use of Positive Behavioral Interventions and Supports for any student whose behavior impedes his or her learning or the learning of others (20 U.S.C. §1414(d)(3)(B)(i)).
- A functional behavioral assessment when a child who does not have a behavior intervention plan is removed from their current placement for more than 10 school days (e.g. suspension) for behavior that turns out to be a manifestation of the child’s disability (20 U.S.C. §1415(k)(1)(F)(i)).
- A functional behavioral assessment, when appropriate, to address any behavior that results in a long-term removal (20 U.S.C. §1415(k)(1)(D)).
Take Note!
Parent Training and Information Centers (PTIs) can help parents understand the process for requesting an FBA and a BIP, and so much more.
PTIs provide training and assistance to the families of children with disabilities and they are funded through the U.S. Department of Education under IDEA. Every state has at least one PTI, and large states like California have many. PTIs serve families of children from birth to age 26, and all disabilities (physical, cognitive, behavioral, and emotional). Most PTIs respond to questions from teachers, administrators, social workers, and other professionals.
PTIs provide a variety of services including one-on-one support and assistance, trainings on a number of topics, and a wide variety of resources. The majority of PTI staff are parents or family members of children with disabilities who bring their own experience and knowledge to their work. PTI’s help families:
- Understand how important their participation and input are to long term education outcomes and the IEP process
- Better understand the disability and individual education needs of the student
- Communicate more effectively with school and related professionals and learn the complicated technical language of special education
- Understand their rights and responsibilities under the IDEA and other laws that apply to students with disabilities
- Participate effectively at school meetings including IEP and 504 meetings
- Understand how to advocate effectively and what options are available when problems arise
- Solve problems at the local level when possible with the school or other agencies before the situation escalates and key relationships are damaged by explaining options including alternative dispute resolution
- Connect with other community resources that assist children and youth with disabilities to access support, services and local connections
A list of the PTIs is available on the Parent Center Hub website.
Talking to Teachers About Behavior & PBIS
Behavior interventions are more effective when there is consistency in using them at home and school. Advocates and parents should insist that they be involved in developing positive behavior support plans for their child. Decades of research show that when parents are involved, outcomes for children are better.
Experienced teachers have seen all types of behaviors and may be able to help parents and advocates understand behavior problems. Questions to ask teachers that will help parents understand their child’s behavior and the needs behind it include:
- What is the challenging behavior? Can you give me specific examples of what has happened?
- When and where does it occur? How often? Who is around when it happens?
- What happens right before and after the behavior?
- Do you think that there is a relationship between the child’s disability and their behavior?
- What do we think the behavior might mean? What need does it meet?
- Have you seen other children display a similar behavior? If so, what strategies have worked? What has not worked?
- Is there anyone else at the school who can help?
- How soon can we expect to see changes in behavior?
Take Note!
Be prepared. If the student has an Individual Education Program (IEP), request an IEP meeting to discuss the behavior. Have your concerns written, and ask for a written action plan at the end of the meeting and to have it included in the IEP. Be prepared to request that the school conduct an FBA.
Conclusion
One of the broad goals of PBIS is equity in education. Research shows that when a school environment is positive and predictable, students feel safer, do better academically, and make better behavior choices. A March 2019 evaluation of Wisconsin schools that have delivered PBIS with fidelity showed a reduction in out of school suspensions for all student populations as well as an increase in academic performance across the same populations. (See Do Wisconsin Schools Implementing an Integrated Academic and Behavior Support Framework Improve Equity in Academic and School Discipline Outcomes?
When families are involved in their children’s learning, students do better in school. Parent involvement in both school wide (Tier 1) and individual (Tier 3) PBIS, means that all students do better.