• PBIS Banner


 

  • This website provides LAUSD staff with various behavior support prevention and intervention tools, strategies, and resources to positively support students. The information is based on the principles of Positive Behavior Intervention and Supports (PBIS) under a Multi-tiered System of Support (MTSS).


    Start Here Are Universal/Tier 1 Supports in Place?

    Prevention and intervention strategies need to include the following: 

 

  • Establish clear expectations

  • Consistent, predictable routines and procedures

  • Prime for transitions

  • Use visual supports

 

 

  • Avoid power struggle

  • Provide clear & simple directions

  • Use calm/neutral tone

  • Prompt & re-direct

 

 

 

 

  • Provide specific praise

  • 4:1 positive to corrective interactions

 

  • Access to Instruction

    Is the student accessing instruction?   If not, consider implementing the following: 

    √  Universal Design for Learning (UDL)

    √  Differentiation/Accommodation/Modification

    √  Functional Communication

  • Positive Behavior InterventionSupport (PBIS) is a set of research-based strategies used to increase positive behavior, decrease problem behavior and increase quality of life by teaching new skills and making changes in a person's environment. These research based practices when applied with consistency at the individual, classroom and school-wide level scan help increase academic performance, improve safety and establish a positive school culture. 


  • Triangle

    A Multi-Tiered System of Supports is a systemic, continuous framework predicated on high-quality first instruction, data-based decision making, evidence-based interventions, and assessment practices that are applied across all levels of the system to align resources and support necessary for each student's academic, behavior, and social success.

    The District embraces a Multi-Tiered System of Supports (MTSS) framework as part of the strategic effort to meet the academic, behavioral, and social-emotional needs of the District's diverse student population. The District is focused on transformation to support all students through access to a coherent system of supports using a "whole child" approach.

  • Executive Functioning Skills

    Does the student have difficulty with the following executive functioning skills?
     

    √  Initiation
        (Begin a task, activity, or interaction)

    √  Organization
        (Establish or maintain order in an activity/place)

    √  Focus/Paying attention

    √  Planning
        (Anticipate further events, set goals, or develop appropriate steps ahead of time to carry out a task/action)

    √  Working memory
        (Hold information in mind for the purpose of completing a specific and related task)

    √  Time Management
        (Organize, sequence, and prioritize to plan activities and manage time)

    √  Perseverance
        (The reason we do something; what motivates us to follow through)

    √  Self-Control/Emotional Regulation

    √  Social filter

    √  Flexibility
        (Freely move from one situation, activity, or aspect of a problem to another as the situation demands)

  • Strategies to Address

    Initiation, Organization, Time Management, Focus/Paying Attention, Planning, Working Memory, Perseverance

 

  • Create routines

  • Use visual schedules

  • Chunk larger tasks

  • Set visual timelines

  • Use a planner

  • Provide scoring rubric

  • Visual representation of a social interaction such as a circle diagram

  • Create templates/models to activities or tasks

  • Provide a model of prioritized subtasks

  • Teach using a system for organizing backpack and schoolwork

  • Provide or teach how to create a checklist

 

 

  • Reduce visual and auditory distractions

  • Teach to recognize and manage distractors

  • Create work/tasks that are engaging to the student

  • Provide choices

  • Present clear, concise directions prior to activity

  • Positive reinforcement when on-task

  • Use self-talk

  • Visual and verbal cues for when a transition is approaching
      ○ In 5 minutes, we will switch to Social Studies

  • Visual schedule with movable pieces, first/then

 

 

  • Use visual reminders

    • Post-it notes

    • Visual aid of sequence

    • Combine seeing, saying, writing, and doing to aid memory

 

 

  • Build on strengths in what the student CAN do

  • Use activities that have real world applications

  • Be explicit in why tasks must be completed

  • Use momentum when completing work: start with the easy tasks and build to harder ones

 


  • Social Emotional Learning

    Self-Control/Emotional Regulation, Social Filter, Flexibility


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  • If Universal/Tier I Supports are in place and the problem behavior continues,
    consider implementing
    Tier 2 Strategies.
     step 2