POSTIVE BEHAVIOR INTERVENTON & SUPPORT

(PBIS)
PBIS: Start at Home
What is Positive Behavior Intervention and Support?
PBIS is a behavior management system used by many schools, and the idea is
simple-teach expected behaviors and focus on the good behaviors that you see. This
can be used early at home and provide continued success when your child goes to
school. PBIS places a strong emphasis on using evidence-based practices to build a
positive and inclusive environment for everyone.

PBIS Strategies: A Path to Success

At At We can create a
happy, supportive
Home School environment at
home that
encourages
healthy growth
and good behavior
in infants and
Positive Behavioral toddlers by using
PBIS is easily adapted Interventions and the PBIS principles.
for use with young Supports (PBIS) is
children at home. commonly implemented
in school settings.

Steps to implement PBIS at home with

infants and toddlers.
EXPECT/MODEL/REINFORCE
Establish Clear Expectations: Keep these expectations simple
and positively stated.
Model Positive Behavior: Demonstrate appropriate ways to
interact with others, manage emotions, and solve problems.
Provide Positive Reinforcement: Use praise and
encouragement to reinforce positive behavior.

VISUAL SUPPORTS/STRUCTURE/REDIRECT
Use Visual Supports: Use visual schedules to outline daily routines or use
visual cues to remind them of behavioral expectations.
Create a Structured Environment: Establish predictable routines for
daily activities and be consistent in enforcing rules and expectations.
Redirect and Distract: Use redirection and distraction to guide them
toward more appropriate behavior. Offer alternative activities or toys to
redirect their attention

TEACH/STAY CALM/SEEK SUPPORT

Teach Social-Emotional Skills: Use language to label emotions and
teach appropriate ways to express and manage feelings.
Stay Calm and Patient: Responding to challenging behavior with
patience and empathy can help prevent power struggles and build a
positive relationship with your child.
Seek Support When Needed: Don't hesitate to seek support from
pediatricians, early childhood educators, or parenting support groups.

Resources for support:

Resource How/Why it can help? website/link/app

PBIS rewards can help to develop https://www.thepathway2success.co

their social-emotional skills, m/50-free-rewards-incentives-for-
encourage positive behavior, and kids/
PBIS Rewards provide an environment that is https://csefel.vanderbilt.edu/resource
examples/blogs nurturing. s/chat.html

https://huckleberrycare.com/blog/wh
Toddlers can benefit from visual
timers as they offer a clear visual
concept of time passing and can
A Visual help them learn and prepare for
schedule/timer
upcoming activities or transitions.
en-and-how-do-you-use-timers-
with-kids
Times Up!
Visual timer apps
https://speakplaylove.com/using-a-
toddler-visual-schedule-reduce-
tantrums-free-printable-schedule/

To successfully adopt PBIS,

https://www.pbis.org/resource/suppo
support is needed. Schools and
rting-families-with-pbis-at-home
organizations can help you build a
Parent Support positive and supportive
environment.

Parent/Caregiver training with

PBIS can equip you with the
https://csefel.vanderbilt.edu/resource
information, skills, and
Parent/Family encouragement needed to
s/family.html
training and encourage positive behavior and
Handouts support your child's growth at
home.
 POSTIVE BEHAVIOR INTERVENTON & SUPPORT
(PBIS)
PBIS For Providers

Start Here: Pyramid Model

A framework for promoting social-emotional competency and averting problematic
behaviors in early children is the Pyramid Model. In early childhood settings, it is
frequently used in tandem with Positive Behavioral Interventions and Supports
(PBIS) to encourage positive behavior and foster supportive environments.

Prevents Challenging Behaviors Promotes Social-Emotional Competence

Why? Teaches Effective Creates a Positive Home When?

It can be beneficial Discipline Strategies Environment
Parents can establish
to use the Pyramid
the groundwork for
Model at home with Strengthens Supports
their toddler's
toddlers in order to Parent-Child Individualized
Relationships Needs success and well-
assist with their
being throughout
social-emotional
their life by
development,
incorporating the
encourage positive
Pyramid Model
behavior, and create
principles into their
a nurturing home
Prepares Toddlers daily routines.
environment.
for Success

Next: Strategy levels

TIER 1
Universally, PBIS, in its broadest form, aims to encourage positive
Universal behavior by setting clear standards, teaching social-emotional
learning, and fostering a supportive atmosphere. Providers who
Promotion
employ the Pyramid Model include PBIS strategies into efforts to
(Tier 1) promote universal access by creating a welcoming environment
in educational settings, enforcing regular schedules, and
conveying social-emotional learning to all children.

TIER 2
At the targeted level, PBIS offers extra assistance to kids who
might require more focused interventions to deal with particular
Targeted behavioral issues. Personalized behavior support plans, tailored
Prevention interventions to address specific social-emotional needs, and
(Tier 2) identification of children who may require more support are some
of the ways that providers employing the Pyramid Model combine
PBIS principles into focused prevention efforts.

TIER 3
For children with more serious behavioral difficulties, PBIS
provides tailored support and interventions at the intense level.
Intensive By conducting functional behavior assessments, creating
Intervention customized behavior support plans, and offering intense, one-
(Tier 3) on-one support to address challenging behaviors and foster
positive social-emotional development, providers who employ
the Pyramid Model integrate PBIS strategies into intensive
intervention efforts.

Resources to build competencies

Source Quick Notes/Summary Citation/Website
Dunlap, G., Wilson, K., Strain, P. S., & Lee, J. K. (2022). Prevent
Teach Reinforce for Young Children. Brookes Publishing
Company.

Guidebooks on useful PBIS stragies for
Books families, teachers, providers, and how to use
streagties with young children.
Dunlap, G., Strain, P. S., Lee, J. K., Fox, L., Joseph, J. D., & Vatland,
C. (2016). Prevent-teach-reinforce for Families. Brookes
Publishing Company.
Rhode, G., Jenson, W. R., & Reavis, H. K. (2010). The Tough Kid
Book. Pacific Northwest Publishing

ODE (Ohio Dept of Education) established a network of

select sites statewide that incorporates PBIS in early
childhood settings from the Early Childhood PBIS
Workgroup. This is in line with Ohio's school-age PBIS
https://education.ohio.gov/Topics/Stu
strategy. dent-Supports/Ohio-PBIS/PBIS-for-
The Center on the Social and Emotional Families
Websites/ Foundations for Early Learning (CSEFEL) is a https://www.pbis.org/topics/early-
trainings/ national resource center. childhood-pbis
articles The Center on PBIS, which is funded by the Office of
https://www.pbis.org/resource-
Special Education Programs (OSEP) and the Office of
Elementary and Secondary Education (OESE) of the type/practice-guides
U.S. Department of Education, assists states, districts, https://csefel.vanderbilt.edu/index.html
and schools in developing the capacity of their
systems to implement a multi-tiered approach to
behavior, social, and emotional support.

https://assets-global.website-
Tips for Responding to Challenging files.com/5d3725188825e071f167024
Handout/ Behavior in Young Children 6/5d7045f4db7c951bed357550_2017
Video -01%20pep%20tips.pdf
Video: How to implement PBIS
https://youtu.be/7QRoYyLZVqw
 REFERENCES
Alkahtani, K. D. F. (2013, October 13). Using Concept Mapping
to Improve Parent Implementation of Positive Behavioral
Interventions for Children with Challenging Behaviors.
International Education Studies, 6(11).
https://doi.org/10.5539/ies.v6n11p47

Chai, Z., & Lieberman-Betz, R. (2016). Strategies for Helping

Parents of Young Children Address Challenging Behaviors in
the Home. TEACHING Exceptional Children, 48(4), 186-194.
https://doi.org/10.1177/0040059915621754

Cunningham, J. E., Hemmeter, M. L., & Kaiser, A. P. (2020). The

Relation Between Teachers’ Positive Behavior Support and
Language Support. Topics in Early Childhood Special
Education, 40(3), 131-142.
https://doi.org/10.1177/0271121420943653

Dunlap, G., Wilson, K., Strain, P. S., & Lee, J. K. (2022). Prevent
Teach Reinforce for Young Children. Brookes Publishing
Company.

Dunlap, G., Strain, P. S., Lee, J. K., Fox, L., Joseph, J. D., & Vatland,
C. (2016). Prevent-teach-reinforce for Families. Brookes
Publishing Company.

Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016).

Evaluating the implementation of the pyramid model for
promoting social-emotional competence in early childhood
classrooms. Topics in Early Childhood Special Education,
36(3), 133–146.
Rhode, G., Jenson, W. R., & Reavis, H. K. (2010). The Tough Kid
Book. Pacific Northwest Publishing

Pinkelman, S.E., Horner, R.H. Applying Lessons from the

Teaching-Family Model: Positive Behavioral Interventions and
Supports (PBIS). Perspect Behav Sci 42, 233–240 (2019).
https://doi.org/10.1007/s40614-019-00199-x

Stanton-Chapman, T. L., Walker, V. L., Voorhees, M. D., & Snell, M.

E. (2016). The Evaluation of a Three-Tier Model of Positive
Behavior Interventions and Supports for Preschoolers in Head
Start. Remedial and Special Education, 37(6), 333-344.
https://doi.org/10.1177/0741932516629650