Positive Behavioral Interventions and Supports (PBIS)
Positive Behavioral Interventions and Supports (PBIS) is a research-based, school-wide proactive approach to establishing the behavioral supports and social culture necessary for all students to achieve socially, emotionally and academically. PBIS utilizes an efficient, needs-driven resource deployment system to match behavioral resources with student needs. The purpose of a school-wide PBIS is to establish a climate in which appropriate behavior is the norm.
A core component of the School-Wide PBIS (SWPBIS) is positive behavioral expectations. Positive behavioral expectations are guidelines and routines that are taught in order to encourage appropriate behavior. It is preventative, and it changes the focus from negative behaviors and exchanges to positive expectations and interactions. A school’s behavioral expectations form the building blocks for a positive school environment that is conducive to academic achievement.
At Lexington School for the Deaf, the PBIS team consists of the School Mental Health Team and Behavioral Specialists as well as a Coordinator, who also oversees DASA and leads the team. This team focuses on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create a positive school environment. This approach enhances the capacity of Lexington School, families and communities to design effective environments.
Students are introduced to behavior expectations and reminded of the expectations all year around. A continuum of positive behavior support for all students within a school is complemented in areas including the classroom and non-classroom settings (such as hallways, buses, and cafeteria).