Cameron Martin

Sharon Raimondi
LAI 574
PBIS Module Artifact
PBIS is a preventive measure that seeks to limit all behaviors that negatively affect
classroom instruction and school environment. In the implementation of this frame work, the
schools seeks to minimize distractions in the form of lessened suspensions, write ups, principal
visits, etc. This system is driven by researched based practices for instruction and relies on this
these findings to indicate the best course of action for given circumstances. The system is
organized in a tiered system of the likes of RTI, where the number of students in focus gets more
concentrated as one approaches the top of arrangement, specifically shown as a triangle. It is
split between the intervention levels of primary, secondary and tertiary interventions.
Primary intervention seeks to stop problems before they arise. This means setting clear
expectations for student behavior in the onset of getting to know the class and also in the midst
of every lesson. At this level of PBIS all students are receiving and are a part of the
implementation of the system. This system is reliant mostly in the teacher enacting practices
within the classroom that are conducive to student engagement. As is the requirement of many, if
not all districts, teachers must use evidence based practices that seek to effectively reach each
student. Here, in effective instruction, is where the basis of our system lies.
Secondary intervention seeks to aid those students whom primary services have fallen
short for. In this level of the system, the focus is now to diffuse established behaviors that are
disruptive and keep them from further transpiring or getting worse. In creating a plan for students
in this level, a strategy is created for support by teachers and school staff but also those who can
advocate for the best interests of the child. Those involved try to quell behaviors by introducing
practices aimed towards the more group oriented style of this level but at the same time it allows
for the introduction of elements in which the student finds helpful.
As with RTI, the highest rung, the tertiary bracket, deals with students with needs of
urgent care. These students may have disabilities that have manifested or are thought to be a
possibility but this is not a requirement of this level. Here students are engaged in the most
intensive way, which seeks to combat issues on an individual basis. Since this level deals mostly
with the individual the highest degree of flexibility is shown here to aid in the handling of
intervention.
In teaching and taking this strategy into consideration, teachers must know that their
views on behavior may combat with what has been culturally ingrained in the student. As there
are differences among customs between peoples, so are their differences between their
interactions with people, namely those with authority positions. This must be in careful
consideration when thinking of whether an action is truly one that needs to be checked by the
teacher. The Vanderbilt module had good suggestions on establishing a routine with some
students I felt where of good insight. It suggested one in particular I might employ in my future

reaching and that was having a student go out of the room to take care of something for me. A
misdirection of sorts. This allows a student to redirect their energies into something else before
they place it somewhere that is not constructive to learning. This also allows them to save face
and not be embarrassed by a direct calling out of their mishaps.
I see PBIS as being an effective tool for classroom management in the conception of it. I
do enjoy though, that the burden of real management is to have students engaged in effective
instruction. The other steps are good to know and experiment with but the core of this issue, I
believe is on what can the teacher do with their material to garner that respect and attention.