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PBIS FAQ

Positive Behavioral Interventions and Supports: Frequently Asked Questions

DRAFT Version – 12 January 2016

George Sugai

University of Connecticut

Center for Behavioral Education and Research

Neag School of Education

QUESTION / BRIEF ANSWER / FOR MORE….go to
  1. What does PBIS stand for?
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  • “PBIS” is short for Positive Behavioral Intervention and Supports. This language comes directly from the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA).
  • PBIS is used interchangeably with SWPBS, which is short for “School-wide Positive Behavior Supports.”
  • PBIS is based on principles of applied behavior analysis, prevention science, implementation science, and values of positive behavior support.
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  • “The Evolution of Discipline Practices: School-Wide Positive Behavior Supports” (Sugai & Horner, 2002)
  • “Effective Behavior Support” (Lewis & Sugai, 1999)
  • “Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools” (Sugai et al., 2000)
  • “Implementation Research: A Synthesis of the literature” (Fixsen et al., 2005)

  1. What is PBIS?
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  • PBIS is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.
  • PBIS IS NOT a packaged curriculum, scripted intervention, or manualized strategy.
  • PBIS IS a prevention-oriented way for school personnel to (a) organize evidence- based practices, (b) improve their implementation of those practices, (c) use data to guide decision making, and (d) maximize academic and social behavior outcomes for students (Figure 1).
  • PBIS supports the success of ALL students, especially students with behavior risk and with disabilities.
  • The general goal is establish and maintain effective teaching and learning environments that have a common (a) vision and outcome, (b) language, and (c) experience or routine (Figure 2).
  • The prevention sciences is emphasized by the use of the three-tiered logic from the public health approach (Figures 3):
  • Tier 1 is primary or universal supports for all to prevent the development of problem behaviors by promoting prosocial or healthy behavior
  • Tier 2 is secondary or targeted supports for some to address risk factors and promote protective factors
  • Tier 3 is tertiary or intensive supports for a few to minimize impact, intensity, complexity, etc. of existing chronic conditions.
  • The three-tiered logic is operationalized as an integrated continuum of behavior support that is aligned with the priority and intensity of student need (Figure 4).

  1. What does the OSEP Center on PBIS do?
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  • The primary functions of the Center on PBIS are to study, organize, and disseminate empirically-supported behavioral practices and interventions within the prevention-oriented framework of PBIS systems. The Center mainly works with school, district, and state leadership teams to improve the social culture and behavioral climate of classrooms and schools.
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  1. What is meant by “empirically-supported practices” and interventions?
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  • Practices are what students directly experience to facilitate their mastery achievement of academic and social skills.
  • “Empirically-supported” means that evidence exists to support
  • Efficacy - intervention is causally linked to outcome
  • Effectiveness - intervention outcomes are achievable and replicable in applied settings)
  • Social and cultural relevance - intervention can be implemented by natural implementers with high fidelity)
  • Durability - intervention implementation is sustainable and student outcomes are maintained).
  • Intensity of implementation is matched to the intensity of behavioral challenge.
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  • “Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education (Horner et al., 2005)
  • Research in Special Education: Scientific Methods and Evidence-Based Practices (Odom et al., 2005)

  1. What are PBIS “systems?”
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  • PBIS emphasizes the establishment of organizational supports or systems that give school personnel capacity to use effective interventions accurately and successfully at the school, district, and state levels.
  • These supports include (a) team-based leadership, (b) data-based decision- making, (c) continuous monitoring of student behavior, (d) regular universal screening, and (e) effective on-going professional development.
  • State, district, and school leadership teams develop implementation action plans that give priority to organizational infrastructure (e.g., funding, policy, personnel) and capacity development (e.g., professional development, coaching, evaluation) (Figure 5).
  • The systems goal is align and prioritize state, district, and school leadership team implementation based on student benefit and outcome. High quality, embedded professional development and coaching are needed to achieve this goal (Figure 6).
  • Leadership teams at all level must have the readiness capacity (e.g., knowledge, experience, participation commitment) to enable an efficient action planning process and implementation (“plan” “do” “check”) (Figure 7).
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  • “SWPBS Implementation Blueprint and Self- Assessment” (PBIS Center, 2015)
  • “SWPBS Professional Development Blueprint and Workbooks” (PBIS Center, 2010)
  • “SWPBS Evaluation Blueprint” (PBIS Center, 2010)

  1. What does PBIS have to do with school discipline and classroom management
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  • Effective classroom management and preventive school discipline are essential for supporting teaching and learning.
  • PBIS goes further by emphasizing that classroom management and preventive school discipline must be integrated and working together with effective academic instruction in a positive and safe school climate to maximize success for all students.
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  • “Evidence-based Practices in Classroom Management: Considerations for Research to Practice” (Simonsen et al., 2008)
  • “PBIS Technical Brief: Classroom PBIS Strategies” (Simonsen et al., 2015)
  • “Supporting and Responding to Behavior: Evidence-based Classroom Practices for Teachers” (Office of Special Education Programs, U.S. Department of Education, 2015)

  1. Where can schools access PBIS materials and information?
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  • The Center is a great source for learning and obtaining information about PBIS, in particular, defining what PBIS is, what it looks like, how it can be established, what outcomes are possible, etc. However, other sources (e.g., consultants, publishers, universities, trainers) not formally associated with the Center also provide PBIS resources to schools.
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  1. How does the Center include and involve family and community members?
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  • The voices and perspectives of family and community members are involved directly in the PBIS process through active participation on, for example, leadership teams, practice implementation, and outcome evaluations at the school, district, and state levels.
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  • “SWPBS Implementation Blueprint and Self- Assessment” (PBIS Center, 2010)

  1. How is PBIS related to “Multi-tiered Systems of Support” (MTSS) and “Response to Intervention” (RtI)?
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  • MTSS, RtI, and PBIS share the same logic (behavioral and prevention sciences) and features (e.g., universal screening, continuous progress monitoring, data-based decision making, implementation fidelity, continuum of evidence- based interventions) (Figure 8).
  • MTSS has become the generic term. RtI generally refers to special education. PBIS focuses on the social behavior practices and systems of school and classroom cultures.
  • Literacy and numeracy implementation frameworks are examples of the application of RtI for academic behavior, and PBIS is an example of the application of RtI for social behavior.
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  • “Response-to- Intervention and PBIS” (PBIS Center, 2009)

  1. Does the Center endorse or promote commercial products, vendors, or businesses?
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  • No, because of its federally directed mandate, purpose, and functions, the Center on PBIS identifies and recommends general research-based practices (e.g., active supervision, reinforcement, social skills instruction, behavioral contracting, self-management). Although these practices may be included within the products, curricula, etc. of other providers, the Center does not promote specific vendors or endorse commercial products.
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  1. How does PBIS respond to the use of punishment (e.g., in and out of school suspensions, verbal reprimands, restitution), especially for student with serious problem behavior?
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  • Although PBIS has no specific restrictions on the use of consequence-based strategies designed to reduce serious problem behavior, teaching-oriented, positive, and preventive strategies are emphasized for all students, to the greatest extent possible. The emphasis is on the use of the most effective and most positive approach to addressing even the most severe problem behaviors.
  • Most students will succeed when a positive school culture is promoted, informative corrective feedback is provided, academic success is maximized, and use of prosocial skills is acknowledged.
  • When student problem behavior is unresponsive to preventive school-wide and classroom-wide procedures, information about the student’s behavior is used to
  • Understand why the problem behavior is occurring (function)
  • Strengthen more acceptable alternative behaviors (social skills)
  • Remove antecedents and consequences that trigger and maintain problem behavior, respectively
  • Add antecedents and consequences that trigger and maintain acceptable alternative behaviors.
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  • “Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools” (Sugai et al., 2000)

  1. How does a school get training in PBIS?
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  • An extensive PBIS network exists in connection with the National Center on PBIS. Information about local and state PBIS Coordinators and PBIS Center Partners can be found by going to “PBIS Network” at “Links” on the homepage of
  • Regardless of information or training source, general guidelines for the selection of a PBIS trainer and professional development training are summarized in the “SWPBS Professional Development Blueprint.”
  • To ensure a successful training experience, schools, districts, and states are encouraged to
  • Use an existing or establish a new behavior leadership team
  • Examine their school data to define and specify the need
  • Secure an agreement from school staff (>80%) to move forward with PBIS
  • Confirm support and participation by school and district leadership
  • Identify a person on the team who will facilitate or coach the implementation process.
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  • “SWPBS Implementation Blueprint and Self- Assessment” (PBIS Center, 2015)
  • “SWPBS Professional Development Blueprint and Workbooks” (PBIS Center, 2010)
  • “SWPBS Evaluation Blueprint” (PBIS Center, 2010)

  1. What are the empirically supported outcomes of PBIS?
/ If the PBIS practices and supporting systems are implemented with high fidelity, sustained with local resources, and aligned and integrated with other related and priority behavioral initiatives and programs, the following outcomes are possible:
  • Reduced major disciplinary infractions
  • Improvement in aggressive behavior, concentration, prosocial behavior, and emotional regulation
  • Improvements in academic achievement
  • Enhanced perception of organizational health and safety
  • Reductions in teacher reported bullying behavior and peer rejection
  • Improved school climate
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  • See references below.


Figure 1 General PBIS operating elements /
Figure 2 General expected PBIS outcomes

Figure 3 Three-tiered prevention logic of PBIS /
Figure 4 Integrated continuum of PBIS practices and systems

Figure 5 PBIS implementation framework & blueprint

Figure 7 Leadership teaming, coaching, and action planning

Figure 8 Teaming, readiness, and action plan implementation

Figure 9 PBIS (MTSS and RtI) features

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PBIS FAQ

Sample of PBIS Evidence-base

Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial.Prevention Science, 10(2), 100-115

Bradshaw,C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools.School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools.Journal of Positive Behavior Interventions, 12,133-148.

Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.

Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial.Education & Treatment of Children, 31,1-26.

Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems.Pediatrics, 130(5), 1136-1145.

Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Sorlie, M., & Ogden, T. (2015). School-wide positive behavior support Norway: Impacts on problem behavior and classroom climate. International Journal of School and Educational Psychology, DOI: 10.1080/21683603.2015.1060912.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial.Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156.

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PBIS FAQ

Additional References

Fixsen, D. L., Naoom, S. F., Blasé, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). Use of single-subject research to identify evidence-based practice in special educationExceptional Children, 71, 165-179.

Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive school-wide management.Focus on Exceptional Children, 31(6), 1-24.

Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137-148.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.

Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24, 23-50.

Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A. P., Turnbull, H. R., III, Wickham, D. Wilcox, B., & Ruef, M. (2000). Applying positive behavioral support and functional behavioral assessment in schools. Journal of Positive Behavioral Interventions, 2, 131-143.