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In today’s schools, teachers and administrators are moving away from punishment-based discipline and toward systems that focus on teaching, reinforcing, and supporting positive behavior. One of the most widely used approaches is Positive Behavioral Interventions and Supports (PBIS).

For parents—especially those raising children with Behavioral Disorders, ADHD, or Autism—understanding PBIS can help you advocate for your child, ensure they are supported appropriately, and prevent them from being unfairly disciplined.

At J&J Learning Services (JJLS), we believe that when families understand how PBIS works, they can better partner with schools and guide their children through the system.

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What Is PBIS?

PBIS is a proactive, school-wide framework that helps schools promote positive behavior and create safe, supportive environments. Instead of punishing “bad” behavior, PBIS focuses on:

• Clearly teaching behavior expectations (just like academic skills).
• Reinforcing positive behaviors through recognition and encouragement.
• Using data to identify students who need additional support.

PBIS is typically implemented in three tiers:

1. Tier 1: Universal Supports
   • Expectations are taught to all students.
   • Examples: school-wide rules such as “Be Respectful, Be Responsible, Be Safe.”
2. Tier 2: Targeted Supports
   • For students who need extra help meeting behavior expectations.
   • Small group interventions like social skills groups or check-in/check-out systems.
3. Tier 3: Intensive, Individualized Support
   • Highly personalized plans for students with significant behavioral needs.
   • May involve a functional behavior assessment (FBA) and a behavior intervention plan (BIP).

(Sugai & Horner, 2009)

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PBIS for Neurotypical Students

For neurotypical students, PBIS often looks like consistent reminders, praise, and clear rules. Most students respond well to Tier 1 interventions alone because they understand expectations and benefit from structured reinforcement.

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PBIS for Students with Behavioral Disorders, ADHD, and Autism

For students with behavioral differences, PBIS needs to be adapted and individualized.

• ADHD: These students may need more immediate feedback, frequent breaks, or visual reminders to stay on track.
• Autism: Students may require social stories, visual schedules, and sensory supports to succeed.
• Behavioral Disorders: Students may need individualized behavior intervention plans based on triggers and positive replacement behaviors.

👉 The key is that PBIS should teach skills, not just manage behavior. For example, instead of punishing a meltdown, schools should work to understand why the behavior occurred (sensory overload, lack of communication tools, frustration) and teach coping strategies.

(Simonsen et al., 2010; Center on PBIS, 2023)

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How Parents Can Navigate the PBIS Process

Parents play a crucial role in making sure PBIS is fair and supportive for their child. Here are some steps you can take:

• Ask Questions:
  • “What PBIS supports are in place for my child’s classroom?”
  • “How is positive behavior reinforced?”
  • “If my child struggles, what Tier 2 or Tier 3 interventions are available?”
• Collaborate with Teachers: Work with the school to ensure your child’s unique needs are considered. For example, ask how PBIS strategies can be adapted for ADHD or Autism.
• Request Data: Schools using PBIS collect behavior data. Ask to see progress and patterns to understand whether interventions are working.
• Prevent Mislabeling: Children with disabilities should not be punished for behaviors tied to their disability. Parents can remind schools that under IDEA and Section 504, students have the right to appropriate behavioral supports rather than exclusionary discipline.
• Extend PBIS at Home: Reinforce school expectations at home by using similar positive strategies—praise, consistency, and teaching replacement behaviors.

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Why PBIS Matters

When implemented well, PBIS:

• Reduces suspensions and expulsions.
• Improves academic outcomes.
• Builds stronger relationships between students and staff.
• Ensures equity by reducing disproportionate discipline, particularly for students of color and students with disabilities.

(Bradshaw, Mitchell, & Leaf, 2010)

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Citations

• Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes. Journal of Positive Behavior Interventions, 12(3), 133–148.
• Simonsen, B., Sugai, G., & Negron, M. (2010). Schoolwide positive behavior supports: Primary systems and practices. Teaching Exceptional Children, 42(6), 32–40.
• Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223–237.
• Center on PBIS. (2023). Positive Behavioral Interventions & Supports (PBIS) Implementation Blueprint. Retrieved from https://www.pbis.org

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✅ JJLS Takeaway: PBIS works best when it is equitable, inclusive, and individualized. Parents are the bridge between home and school—and your advocacy ensures that your child benefits from support rather than stigma.

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