Matt Sullivan

Problem Behaviors In School? Positive Behavioral Intervention Supports Can Help!

Special education works well for students with most disabilities. However, teachers dont always
know what to do with students with Emotional Behavioral disorders. Without a system in place teachers
may resort to sending students with problem behaviors to the office or giving suspensions. This method
does not always work, especially when the student is avoiding something that is happening in the
classroom or is seeking attention. School staff need a way to help these students stay in the classroom,
participate in learning, and manage problem behaviors. Positive Behavioral Intervention Supports (PBIS)
is the best way to implement a school wide approach to problem behaviors. The state of Idaho has created
a system and policies that can help districts implement PBIS in their schools. Idaho should continue
training districts and schools in PBIS with their policies and procedures so that all schools can have a
chance to benefit from PBIS.
PBIS are one of the most effective ways to keep students with disabilities in the general education
classroom setting. All students are guaranteed by the Individuals with Disabilities Education Act (IDEA) to
be taught in the Least Restrictive Environment (LRE). When problem behaviors arise, there can be an
expectation to separate the students who show problem behaviors into a more restrictive environment.
Through PBIS both school-wide and in the classroom these problem behaviors can be remediated and
students can continue their education in the general education
classroom with their peers. PBIS is a multi-tiered system of support that
can be implemented at the school-wide level or in a single classroom.
Tier 1 interventions include every student at the school. These supports
include a short list of rules that are clearly and positively described. The
rules are posted in visible places in the school and are taught so the
students understand what is expected of them. Each school will have

Matt Sullivan
their own goals since each school will have a different culture and different things the students struggle
with. For example, a school might have three goals to be respectful, responsible, and safe. To teach the
students what it means to be respectful on the bus a teacher would take the students out to the bus area
in the first week of school. There she would show the students how to line up to get on the bus without
pushing and keeping their voices quiet. The teacher would model this behavior for the students so they
could see what it looks like. She would also show them what it looked like to be disrespectful on the bus.
However, the teacher would never demonstrate behavior that could be dangerous to others. The students
would then get to practice the respectful behavior and the teacher would reinforce the good behavior. If
a student is unsuccessful with tier 1 supports and problem behavior continues the student may enter tier
2 where they will have more intense small group interventions. The student will be monitored and the
teachers will be keeping track of the student behavior. If tier 2 supports are still unsuccessful the student
will move to tier 3 supports which are more intense and individualized. School staff will need to be trained
to put these things into practice. The PBIS organization will send a group to a district to train the staff on
how to implement PBIS.
A state can put a policy or manual together with the help of the PBIS organization. IDEA does not
mandate the use of PBIS but it does endorse it. The law states in 20 U.S.C. 1401(c)(5)(F), (5) Almost 30
years of research and experience has demonstrated that the education of children with disabilities can be
made more effective by(F) providing incentives for whole-school approaches, scientifically based early
reading programs, positive behavioral interventions and supports, and early intervening services to
reduce the need to label children as disabled in order to address the learning and behavioral needs of
such children. This statement in the law does not require the use of PBIS, but does mention PBIS by name
and that it is a scientifically based program that would address the behavioral needs of some students.
Idaho does have a program that has been put into place some schools across the state. This fall there were
80 schools in the program. In 2009 there were only 14 schools in the program. The program is growing

Matt Sullivan
but it needs to eventually reach all districts and all schools. State representatives and PBIS trainers will go
to schools that have requested the program and the training will happen by each tier of PBIS.
Unfortunately, the representatives will only go where they are requested. It is difficult for new schools in
rural areas to be aware of PBIS since the only form of marketing is word of mouth. All of Idaho should be
able to participate in PBIS to help their students that demonstrate problem behaviors. This would not only
provide a way to help these students but it would also give schools a policy that would help schools to
more easily comply with the law. PBIS is a research based system but if teachers and districts do not
believe that it can work, it will fail.
Without teacher buy-in and support PBIS would not be as effective as it could be. The PBIS
organization has stated that they will only train a school that has 80% teacher buy-in. If teachers do not
believe in the system they will not implement it in their classroom with fidelity and the students will not
have consistent reinforcement of positive behaviors. When students do not have the support they need
they will not have the same expectations in each part of the school which could lead to more problem
behaviors in parts of the school and PBIS will not be successful. This is one of the benefits to PBIS only
being implemented in schools that request it. Since PBIS is not required by IDEA schools may decide that
a different intervention plan would work better for their students. PBIS is not a single intervention or way
to handle problem behaviors in schools, but it does encourage the use of research based interventions
within the system. If a school has a plan in place that works, they will not be forced to implement PBIS.
PBIS is a successful system that could enhance the education of all children. Idaho has put
together a policy and training tools to help schools effectively implement PBIS. For this to become a reality
for all students in the state, training needs to be made available for all schools and districts. Once all the
schools have PBIS, problem behaviors will have fewer incidents and students will be able to access learning
more easily than ever before.

Matt Sullivan
W13EDUCMENT1_2186