• Frequently Asked Questions


    1. What are Positive Behavioral Interventions and Supports (PBIS)?

    Positive Behavioral Interventions and Supports (PBIS) are research based strategies that are used to prevent and/or decrease problem behavior and increase expected behavior. These strategies are based on principles of applied behavior analysis, a scientific approach to behavior.

    PBIS support students across (a) school-wide (e.g., teaching and acknowledging a small number of positively stated behavioral expectations, clear and distinctive definitions for rule violations, and data-decision rules), (b) non-classroom (e.g., active supervision, reminders, teaching setting-specific routines), (c) classroom (e.g., effective academic instruction, active supervision, high praise rates), and (d) individual student (e.g., function-based behavior intervention supports, explicit social skills instruction, wraparound processes) routines (Eber, Sugai, Smith, & Scott, 2002; Lewis & Sugai, 1999).

    2. When does a student receive a Behavior Support Plan (BSP)?
     
    A Behavior Support Plan is developed for any student whose behavior impedes learning. The Individuals with Disabilities Education Act requires that the IEP team must consider the use of Positive Behavioral Interventions and Supports for any student whose behavior impedes learning.

    3. What are alternatives to suspension?


    Research indicates that out-of-school suspension is not likely to change the inappropriate behavior and the student loses instructional time.
    There are many alternatives to out-of-school suspensions that can be utilized by schools to address behavior. Some alternatives to out-of-school suspension may include mentoring, check-in and check-out systems, in-school suspension room and Saturday school. The hallmark of suspension alternatives are support for developing positive alternatives to misconduct and continued access to the academic program.

    4. How many days can a student with an IEP be suspended?
     
    Students with disabilities may not be suspended for more than 10 school days a year. They may not be suspended for more than 5 consecutive days for single incident.

    5. What is an FBA (Functional Behavior Assessment)?

    An FBA is a comprehensive team-based assessment which identifies social, cognitive and/or environmental factors that may be influencing the student’s behavior. The outcome of the FBA is to determine the function of the behavior and to develop positive behavioral strategies to decrease the problem behavior and increase the expected or appropriate behavior.