Substitute Teacher Guidance: Positive Behavioral Interventions and Supports (PBIS)

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Positive behavioral interventions and supports (PBIS) are techniques that create a consistent, supportive classroom environment, reinforcing positive behavior to promote student engagement and success. As a substitute teacher, understanding and implementing PBIS is key to making you a more effective educator.

At Kelly Education, we believe in providing our educators with world class continuing education. This article provides an overview of our non-mandatory webinar series to help our substitute teachers, paraeducators, and tutors recognize and implement the PBIS framework in their assignments. Employees can register to access the full webinar via our careers webpage.

A quick overview Positive Behavioral Interventions and Supports (PBIS):

A proven, three-tiered framework to improve student behavior and academic success.
Each PBIS tier provides increasing levels of support based on student needs.
PBIS enhances student outcomes, educator effectiveness, and school culture.

What is PBIS?

Positive behavioral interventions and supports (PBIS) is an expert-backed, three-tiered behavior management framework to integrate and improve everything that influences daily student success. These strategies emphasize and focus on positive, rather than negative, behaviors to foster a safe, supportive learning environment.

Established at the University of Oregon in the 1980s, PBIS began as a research project to enhance interventions for students with behavioral disorders. PBIS was expanded to general education programs after early research showed these strategies could effectively support the broader student population.

PBIS tiers.

PBIS is separated into three tiers, from a universal level to intensive, individualized interventions. Each tier provides increasing levels of support based on student needs. This structure ensures all students receive the appropriate attention and guidance to help them succeed.

Tier one.

Tier one includes foundational school-wide approaches to benefit every student and the entire school system. As the most widely applied, educators use tier one behavioral intervention supports for everyone within the classroom.

This tier emphasizes pro-social skills and expectations by teaching and affirming appropriate behavior. Here are some examples of tier one PBIS strategies:

Setting and defining universal expectations
Repeating, re-instructing, and reviewing expectations
Explaining expectations for completing an activity

Tier two.

Tier two interventions are more advanced and apply to a smaller population. Students at risk of developing more serious problem behaviors often benefit from these strategies.

This tier focuses on proactively identifying behavioral symptoms and teaching self-regulation skills. Students who struggle with tier one supports alone can benefit from additional assistance in smaller group settings. Tier two supports can include:

Additional adult supervision
Teaching and practicing self-regulation and social skills
Access to additional academic supports
More opportunities for positive reinforcement

Tier three.

Tier three supports are intensive and personalized, generally necessary for only about 1-5% of students. Students with autism, developmental disabilities, behavioral and emotional disorders, or even students with no formal diagnosis may require tier three supports.

Tier three offers a formal assessment to determine individualized approaches for behavioral and academic improvements. Here are some common tier three interventions:

Function-based assessments
Cultural or contextual applications
Wraparound supports, such as mental health services, social services, substance abuse services, and vocational services

How effective is it?

Implementing PBIS has enhanced social, emotional, and academic outcomes for all students, including those with disabilities and from underrepresented groups. The Individuals with Disabilities Education Act (IDEA) has integrated PBIS into its framework, allowing for inclusion and personalized assistance.

With PBIS, students with disabilities can work in a regular classroom to the maximum extent possible. Still, they have access to additional support when needed.

PBIS has helped school systems improve across multiple categories in general classrooms. These strategies strengthen social-emotional competence and student academic performance.

PBIS also reduces bullying, the number of office discipline referrals, suspensions, restraints, and seclusion, and rates of student-reported substance use. Additionally, these supports lead to more teachers feeling effective in their roles, which helps strengthen overall school culture and the perception of safety.

How can we recognize and use PBIS strategies?

Walking into a classroom, you’ve probably seen PBIS posters and mission statements. Schools post, define, and teach positive behaviors and expectations with various approaches. Here are some common tier one PBIS strategies you can use to promote student success:

Self-regulation techniques: Practicing coping and relaxation techniques, like deep breathing exercises, counting, journaling, or drawing — some classrooms have quiet spaces for students to decompress.

Ignoring minor misbehaviors: Consistently reinforcing positive behaviors instead of calling students out for minor negative ones.

Active monitoring: Moving around the classroom to model and encourage appropriate behavior and keep students on task.

Offering positive options: Let students choose between two positive activities, such as asking, “Would you like to sit at your desk or the table?” instead of “Sit at your desk or go to the office.”

Attention getters: Call and response actions, like flickering the lights on and off or using a clapping or snapping pattern.

Activities or games: Incorporating movement-based activities to release physical energy and reengage attention and focus.

Group or individual breaks: Allowing students to step away to re-energize physically and mentally — for example, getting water from the fountain or writing down what they’ve learned in a group.

The school directly establishes tier two and three strategies and requires additional assistance or includes specific direction. These approaches are different for every student, depending on their unique needs.

For example, a student might complete certain tasks in a resource room or have established signals to communicate nonverbally. Additionally, you may be provided with information detailed in an Individualized Education Plan (IEP) or a Behavior Intervention Plan (BIP). Understanding PBIS strategies can help you support students more effectively and foster a positive learning environment.

Grow as a Kelly Education substitute teacher.

Are you interested in attending the full webinar session? It includes real world examples that brings these concepts to life. Employees can register for upcoming events on our myKelly.com career advice page.

If you want to explore another topic, we have an entire library of helpful articles for substitute teachers and paraeducators. To get started, check these out:

Considering work in schools as a substitute teacher, tutor, or paraeducator? Fill out our brief interest form. One of our recruiters will contact you to share more about the requirements and process to work at one of our partner schools.