Alyssa Bachman

Community Blueprint, PBIS

Positive Behavioral and Instructional Supports

General Positive Behavioral Supports:

There are many strategies that teachers may use to encourage positive behaviors within the

classroom and to continue to build a sense of community collectively. One idea that my

cooperating teacher finds to be particularly effective is to keep a jar and a basket of colorful

stones next to it. Whenever a student follows directions the first time, helps a friend without

being asked, is actively engaged in learning, or uses problem-solving strategies to tackle an

issue the teacher will tell the student to go put a stone in the jar. When the jar is full there is a

reward for the entire class, which can include things like extra recess in the afternoon. This

gives the entire class incentive to work together for the greater good, and is a great example of

a positive behavioral support.

Primary Prevention:

This consists of schoolwide or districtwide approaches to encouraging positive oftentimes. In

Bamber Valley Elementary School we received the first of three trainings in ENVoY, a new

initiative to encourage positive communication in the classroom and eliminate static words and

conversations between teachers and students. By using non-verbal gestures and being

responsive to the way in which you are projecting your body language to others, you are more

likely to receive positive behaviors from students and your peers.

Alyssa Bachman
Community Blueprint, PBIS

Secondary Prevention:

One example of a secondary prevention is the use of “Positivity Slips” throughout the entire

school (K-5). These are earned by a student exhibiting behavior that is conscious of self, others,

and the school. A staff member may write one out for any student, and at the end of the week

there is a drawing for a prize for each grade level. This is a great tool to use to help foster self-

awareness and helps students to practice social skills. It seems to be equally effective among all

students, regardless of high-risk behavior.

Tertiary Prevention:

One tertiary prevention that is currently being used for a specific student’s disruptive behavior

is allowing him to earn up to 10 minutes of free time on an IPad in another staff member’s

room. This student likes to move frequently and is in need of a more tangible reward system for

positive behavior. When the student earns 5 stars for participating, following directions, and

working well with others he is able to earn time to play a game on the IPad. This also doubles as

a way to incorporate more movement into his daily schedule, when he gets to walk to another

part of school to visit another staff member (Intervention Specialist).