USES AND EFFECTIVENESS OF B. I. P.

The Uses and Effectiveness of Behavioral Intervention Plans

Joy Taylor
February 14, 2016
Dr. Lisa Doyle
EDU 524: Coping with Stress and Violence
Concordia University, Irvine

USES AND EFFECTIVENESS OF B. I. P.S

The Uses and Effectiveness of Behavioral Intervention Plans

Kind words can be short and easy to speak, but their echoes are truly endless- Mother
Teresa. This is a motto that is encompassed by the well-known Technical Assistance Center on
Positive Behavioral Interventions and Supports (TA on BPIS). Though the United States
Education System has focused on trying to implement behavior intervention plans (BIPs) into its
schools for a century, it was not until the 1990s that the federal government stepped in to make
BIPs a well-funded and strongly focused-upon measure to improve the academic and emotional
well-being of students primarily with behavior disorders (BDs). In 1997 the Individuals with
Disabilities Act of 1997, a grant to establish a national Center on Positive Behavioral
Interventions and Supports was legislated to disseminate and provide technical assistance to
schools on evidence based practices for improving supports for students with BD (Sugai, G. &
Simonsen, B., 2012). Since then the National TA Center on PBIS shifted focus to the schoolwide behavior support of all students, and an emphasis on implementation practices and systems
(Sugai, G. & Simonsen, B., 2012). Their goal is to define, develop, implement, and evaluate a
multi-tiered approach to Technical Assistance that improves the capacity of states, districts and
schools to establish, scale-up and sustain the PBIS framework (https://www.pbis.org/about-us).
Emphasis is given to the impact of implementing PBIS on the social, emotional and academic
outcomes for students with disabilities. So far, over 22,000 K-12 schools have adopted the PBIS
framework and have benefited from its assistance in professional development and school-wide
climate change. PBIS involves a proactive, comprehensive, and systemic continuum of support
designed to provide opportunities to all students, including students with disabilities and second
language learners, to achieve social, behavioral, and learning success. Several studies have
documented the success of the PBIS framework at the school-wide level. This body of research

USES AND EFFECTIVENESS OF B. I. P.S

supports improvements in problem disciplinary behavior, school climate, organizational health,

student bullying behavior and peer victimization, and academic achievement ((Sugai, G. &
Simonsen, B., 2012).
The PBIS framework is utilized and tailored by each school to promote social, behavioral
and learning success. Every school has a different culture and must be looked at as a unique
entity that requires rules, curriculum and expectations designed for its particular make-up. Race,
the number of ELLs, geographic location, school population and more are all factors in what
might influence an administrations/facultys data and decisions in setting up their PBIS
structure. Due to the faculty and administration adoption of installing their specific chosen
practices, the programs school-wide use of consistency and positive reinforcement is widely
responsible for the success of positive change in all arenas.
PBIS aims at giving students the tools they need to be socially successful. A strong selfesteem, with its accompanying dimensions of identity and self-worth, is a cornerstone of social
success (Sacks, S. Z. & Wolffe, K. E., 2006). Healthy and vital friendships with others are also
commonly seen as indicators of social competence (Sacks, S. Z. & Wolffe, K. E., 2006). Having
these characteristics and components have been found to improve an individuals quality of life,
effect on others, and their academic success. At PBISworld.com it is explained that social skills
should be taught because many students lack basic social skills, it increases instructional time,
improves student interactions and productivity to name a few. It is important to teach all
students appropriate social skills with any and all opportunities (PBISworld.com). PBIS has
three tier levels; tier one being an intervention that focuses on the school and/or class as a whole,
tier two is intervention that focus on a small group of students and tier three which focuses on
specific needs for individual students. Therefore at the tier one level, teachers focus on teaching

USES AND EFFECTIVENESS OF B. I. P.S

social skills to the class as a whole, at the tier two level teachers give lessons on social skills to
small groups who may need extra practice and for students who have especially noticeable needs
for social intervention, teachers would focus on giving specific social skill lessons to that
individual. Lessons are tailored for grade levels ranging from subjects such as what is a
friend? or keeping your hands to yourself to high school topics on how to get along with
different groups of people and how being negative can hurt your social success. PBIS
prompts schools to use these methods wholly and consistently to ensure all students get ample
information, examples, practice and time they need to learn the ways of social success.
PBIS aims to help educators drastically reduce problem behavior by using evidencebased, positive, proactive, and responsive classroom behavior intervention and support strategies
for teachers. These strategies should be used classroom-wide, intensified for support small-group
instruction, or amplified further for individual students
(http://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to
%20Behavior.pdf). Research indicates that punishing problem behaviors (without a proactive
support system) is associated with increases in aggression, vandalism, truancy, and dropping out.
(Lewis, T.). Instead of this method, using PBIS strategies that include implementing a
foundation that includes a proper class setting, routine and three to five expectations that are all
based on understanding the characteristics of the specific class make-up work to the contrary.
Negative behavior prevention includes using supervision, giving opportunity, acknowledging,
prompts, pre-corrections and proper error corrections. With these strategies student behavior is
seen as a learning process. Bad behavior does not equal a bad student, however, bad behavior
means the student has made an error and must reminded of the correct way to behave. For
example, if a student yells out in class, the teacher must calmly remind the student that

USES AND EFFECTIVENESS OF B. I. P.S

appropriate behavior is to raise their hand to be called on. This along with using the other
strategies suggested will reduce the students behavioral errors. Using classroom data,
implementing research-based strategies, and adjusting strategies based on current outcomes
school-wide ensures students will learn and use proper behavior that will allow each student to
thrive.
Student success in learning is another primary focus of the PBIS framework. In an
overview of instructional strategies linked to pbis.org, it is written that to maximize student
learning teachers should use explicit instruction, build and prime background knowledge,
increase opportunities to respond and provide performance feedback (Chaparro, E. A., Nese, R.
N. T. & McIntosh, K., 2015). By giving students clear directions through verbal, written and
student-confirmed understanding, students all know what they are to do without exception.
Giving students foreknowledge of what they are going to be learning helps them to relate to and
be better prepared for the main point of the lesson. Since students respond to questioning and
subject matter at different speeds and in different ways (for example, raising a hand, writing the
answer, or classroom discussion), students all have an equal chance to shine when the teacher
offers ample opportunities for response to questions. Performance feedback must be specific so
each student can understand exactly what they are excelling at and what they need to work on.
Using these strategies sets students up for learning success and prevents any problems that could
come from students feeling confused, detached, behind and generalized due to improper
instruction. The results from using these strategies are positive student behavior and classroom
environment.
Research has shown that creating the opportunity for students to gain social skills, utilize
positive behavior and have an equitable learning experience in every classroom results in a major

USES AND EFFECTIVENESS OF B. I. P.S

reduction of problem disciplinary behavior, a positive school climate, organizational health, less
bullying and greater academic achievement. Bradshaw, Mitchell, and Leaf (2009) reported a
randomized controlled effectiveness trial with 37 elementary schools. Data reported across a 5year longitudinal study demonstrate that office discipline referrals associated with problem
behavior were reduced and the proportion of students receiving out-of-school suspensions was
reduced. In a 2008 control analysis by Bradshaw, Koth, Bevans, Ialongo & Leaf on the impact
of implementing a school-wide PBIS has on organizational health, school personnel reported that
SWPBS implementation was associated with improved clarity of purpose, predictable
coordination, and perceived impact on student outcomes. In a 2012 study involving 37 schools
using SWPBIS,
Analyses indicated that children in schools that implemented SWPBIS displayed lower rates of teacherreported bullying and peer rejection than those in schools without SWPBIS. A significant interaction also
emerged between grade level of first exposure to SWPBIS and intervention status, suggesting that the
effects of SWPBIS on rejection were strongest among children who were first exposed to SWPBIS at a
younger age. SWPBIS has a significant effect on teachers' reports of children's involvement in bullying as
victims and perpetrators. The findings were considered in light of other outcomes for students,
staff, and

the school environment, and they suggest that SWPBIS may help address the increasing national

concerns

related to school bullying by improving school climate (Waasdorp, T. E., Bradshaw, C. P., & Leaf,

P. J.).

Last, many studies indicate that a SWPBIS boosts academic success based much on the fact that
when students are socially accepted, in a safe, bully-free environment with structured and
equitable classroom instruction, they can have more focus on and interest in academics, thus
their academic success climbs. In the end, there is ample evidence to show that using a SWPBIS
is extremely beneficial for every school and student body.

USES AND EFFECTIVENESS OF B. I. P.S

In conclusion, it evident that every school would benefit from the PBIS structure and
strategies that bring social, emotional and academic success to all students. With these attributes
in place, schools have a drastic reduction of problem disciplinary behavior, a positive school
climate, organizational health, less bullying and greater academic achievement. One aspect of the
benefit of a school utilizing PBIS not aforementioned is that novice teachers will have a greater
chance at professional success with PBIS collaborative behavior management in place. Teachers
consistently report frustration with behavior management issues as a primary reason for leaving
the teaching profession (Liu & Meyer, 2005). Teachers often cite behavior management issues
as one of the most daunting aspects of their jobs, resulting in emotional stress and physical
symptoms such as headaches, fatigue, and sleeplessness. PBIS will reduce the novice teacher
turn-over rate further enhancing consistency and relational bonds in schools. Another important
subject to mention is that there are PBIS nay-sayers who feel that PBIS methods may be too
whimsical, unusual or flippant. However, using methods established by PBIS is not being
sickeningly sweet to children and giving them stickers, but is teaching, modeling, practicing, and
rewarding appropriate behavior and having clear consequences for targeted behaviors (2016).
This is a big change from the discipline models of pastime which consisted, and still exist in
many schools, of negative discipline and student vs. teacher power struggles. This is the age of
using research based evidence, which finds that positive reinforcement works better than any
method to teach and instill positive behavior in students. Schools must utilize PBIS and take the
wise Mother Teresas advice to heart by using kind words to promote ever-lasting student success
and school-wide benefits.

USES AND EFFECTIVENESS OF B. I. P.S

Works Cited
Bradshaw, C., Koth, C., Bevans, K., Ialongo, N., & Leaf, P. (2008). The impact of school-wide
positive behavioral interventions and supports (PBIS) on the organizational health of
elementary schools. School Psychology Quarterly, 23(4), 462473.
Bradshaw, C., Koth, C., Thornton, L., & Leaf, P. (2009). Altering school climate through schoolwide positive behavioral interventions and supports: Findings from a group-randomized
effectiveness trial. Prevention Science, 10, 100115.
Chaparro, E. A., Nese, R. N. T. & McIntosh, K. (2015) Examples of Engaging Instruction to
Increase Equity in Education. PBIS. Retrieved from:
https://www.pbis.org/Common/Cms/files/pbisresources/Engaging%20Instruction%20to%
20Increase%20Equity%20in%20Education.pdf
Julie B., & igo, L.B., (2010). A Grounded Theory of Behavior Management Strategy
Selection, Implementation, and Perceived Effectiveness Reported by First-year
Elementary Teachers. The Elementary School Journal 110 (4). University of Chicago
Press: 567-84. doi:10.1086/651196.
Lewis, T. Increasing Social and Academic Success: Positive Behavior Support meets Response
to Intervention. OSEP Center on Positive Behavioral Intervention & Supports.
Retrieved

from: www.pbis.org

Pbisworld.com. Teach Social Skills. Retrieved from http://www.pbisworld.com/tier-1/teachsocial-skills/

USES AND EFFECTIVENESS OF B. I. P.S

(2016) Positive Behavioral Interventions and Supports: Primary FAQs. Retrieved from
https://www.pbis.org/school/primary-level/faqs
Sacks, S. Z. & Wolffe, K. E. (2006) Teaching Social Skills to Students with Visual Impairments:
From Theory to Practice: Part III-The Elements of Social Success. American Foundation
for the Blind. Retrieved from http://www.afb.org/socialskills/book.asp?ch=part3
Sugai, G. & Simonsen, B. (2012). Positive Behavioral Interventions and Supports: History,
Defining Features, and Misconceptions. Center for PBIS & Center for Positive
Behavioral Interventions and Supports. University of Connecticut. V June 19, 2012.
Retrieved from
http://www.pbis.org/common/cms/files/pbisresources/PBIS_revisited_June19r_2012.pdf
Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers.
Retrieved from:
%20and%20Respondin

http://www.pbis.org/common/cms/files/pbisresources/Supporting
g%20to%20Behavior.pdf

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive
Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A
randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent
Medicine, 116(2), 149-156