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Positive Behavioral Supports and Interventions (PBIS)
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Response to Intervention (RTI) for Academics

RTI Behavior | School wide PBIS | RIPBIS

PBIS is a systems approach to establishing a social culture of behavioral supports for all children that promotes both social and academic success in school.

Primary Prevention
Primary Prevention involves system-wide efforts to prevent new cases of a condition or disorder. As a system-wide primary effort in schools, positive behavior support consists of rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of problem behavior.

Secondary Prevention
Secondary Prevention is designed to provide targeted or group interventions to support students who are not responding to Primary Prevention efforts. Interventions within Secondary Prevention are more intensive since a smaller number of students within the yellow part of the triangle are at risk for engaging in more serious problem behavior and need a little more support.

Strategies and Interventions at the Secondary Prevention level involve a simple assessment to identify the function of behavior and assessment-based intervention strategies that include a range of options such as:
  1. Teaching the student to use new skills as a replacement for problem behaviors,
  2. Rearranging the environments so that problems can be prevented and desirable behaviors can be encouraged, and
  3. Monitoring, evaluating, and reassessing this simple plan over time.
Tertiary Prevention
Tertiary Prevention focuses on the needs of individuals who exhibit chronic behavior problems. Tertiary Prevention involves a comprehensive approach (in a collaborative manner) to understanding and intervening with the behavior, and should use multi level interventions.

The goal of Tertiary Prevention is to diminish problem behavior and, also, to increase the student's adaptive skills and opportunities for an enhanced quality of life. Tertiary Prevention involves a comprehensive Functional Behavioral Assessment (FBA) and a support plan compromised of individualized, assessment-based intervention strategies, including a wide range of options such as:
  1. Guidance and instruction for the student to use new skills as a replacement for problem behaviors,
  2. Some rearrangement of the antecedent environment so that problems can be prevented and desirable behaviors can be encouraged, and
  3. Procedures for monitoring, evaluating, and reassessing of the plan as necessary.
In some cases, the plan may also include emergency procedures to ensure safety and rapid de-escalation of severe episodes (this is required when the target behavior is dangerous to the student or others).

Key Elements of PBIS
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