Positive Behavioral Interventions and Supports

As schools have transitioned to virtual learning environments, teachers across the country are working hard to translate their effective practices to work in remote learning spaces. Students are learning how to connect with each other from a distance. Families are doing their best to navigate the new normal in their homes. The TA Center on Positive Behavioral Interventions and Supports (PBIS) provides resources to help guide students, families, and educators’ to support positive student behaviors while learning at home. The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.

  • Responding to the Novel Coronavirus (COVID-19) Outbreak through PBIS. This practice brief provided by the PBIS TA Center contains a few simple recommendations on building prosocial skills educators can embed across a continuum of supports and families can try to encourage while students are at home.
  • Supporting Families with PBIS at Home. This practice brief by the PBIS TA Center provides recommendations for families and caregivers on how to use PBIS to continue to support their students’ social and emotional growth and minimize behavioral disruptions in the home.
  • Creating a PBIS Behavior Teaching Matrix for Remote Instruction. This practice brief provided by the PBIS TA Center shares tips for maintaining continuity of learning through defining classroom expectations for remote (i.e., distance) instruction and online learning environments. With a few adaptations, teachers can use a PBIS framework to make remote learning safe, predictable, and positive.
  • Getting Back to School after Disruptions: Resources for Making Your School Year Safer, More Predictable, and More Positive. This practice guide provided by the PBIS TA Center has six strategies we recommend school teams use to ensure a safe, predictable, and positive school year. They are beneficial for all students if the school has been closed, as well as for individual students returning from extended time away from school.
  • Remote Learning for Families: Keeping it Accessible, Keeping it Positive. This practice brief by Positive Behavioral Interventions and Support (PBIS) describes information and tips for families regarding accessibility during remote learning. Accessibility should be a guiding principle, and families can use the PBIS framework at home to support accessibility. Families benefit by knowing what accessibility and PBIS look like and how to do remote learning from a good practice standpoint.
  • Resources for Implementing Tiered Systems of Support in Virtual or Hybrid Learning Environments. This blog by Regional Educational Laboratory Appalachia for teachers, school leaders, district leaders, state leaders share approaches to implement tiered systems of support in virtual and hybrid environments so they can continue to meet a range of student needs using the RTI2 framework during the 2020/21 school year.
  • Building Momentum for PBIS Implementation in High Need Districts. This practice brief by the Center on Positive Behavioral Interventions and Support (PBIS) for district leaders, trainers, and state leaders summarize the lessons learned one year into an intensive 5-year partnership with Southbridge Public Schools, a district identified as high-need to consider when supporting high need LEAs.

Back to OESE Resources Page.

Last Modified: 12/08/2020