Kimberly Barnett

SPED 5360
SPED 5360: Guided Notes for RtI & PBIS:
Positive Behavior Interventions & Supports
Answer each question based on what you have read.
1. What is the purpose of Positive Behavior Intervention and Supports (PBIS)?
Positive Behavior Intervention and Supports (PBIS) is a school wide preventive approach
to promoting and encouraging ALL students in the school to use engage in appropriate prosocial
behaviors in the school setting. PBIS uses evidenced based behavioral interventions that is based
off of applied behavioral analysis principles. PBIS purpose to provide interventions in order
decrease negative behaviors, in order to make the learning environment safer and more
conducive to learning. PBIS is not punitive in nature, meaning that students are not punished for
displaying inappropriate or negative behaviors, but are instead taught behaviors that serve the
same function, but that are appropriate. PBIS in a way is teaching and providing ALL students
with appropriate behaviors that will achieve the same function as negative behaviors.
2. PBIS is a 3-tier model. Provide a detailed outline of each of the 3 tiers:
PBIS has 3 levels (tiers) of prevention:
Tier 1: Primary Prevention: Universal Supports for All Students:
In Tier 1, school staff work collaboratively to teach appropriate behaviors to all students
in every school setting (i.e., classroom, hallways, cafeteria etc). Staff are responsible for
coming up with 3-5 behavioral expectations that apply to all students (i.e., respect others, be
responsible, and be prepared etc). Those behavioral expectations should written in a matrix
fashion, each column would have one expectation and the matrix should be placed all over the
school. Each behavioral expectation should be written in a positive way and provide specific
examples of what each expectation looks like. Example: Be respectful of yourself, others, and
school property and being respectful means, In the classroom, raise your hand In the
cafeteria, do not cut in front of another student in line etc Behavioral expectations should be
written in a way in which the student knows exactly what is expected of them. School personnel
then teach and provide examples of each expected behavior (i.e., role play), provide
opportunities for practice, and provide feedback, praise students when they display appropriate
behaviors and provide correction as needed. If a student violates a behavioral expectation, then
staff should provide the student with what appropriate behavior they should have done in that
situation. On average, about 80% of the student body will respond to Tier 1 interventions and
supports. For students who are struggling with appropriate behaviors, a more intensive
specialized intervention approach is provided in Tier 2.

Tier 2: Secondary Prevention: Targeted Interventions for Students with At-Risk Behaviors:
Tier 2 provides behavioral interventions and supports that are more intensive to student
who are not responding to Tier 1 interventions. Tier 2 is designed to help students that are
constantly misbehaving and are engaging in minor rule violations, these children are considered
at risk for engaging in behaviors that are potentially more serious, if not provided with more
support than Tier 1. Tier 2 interventions are typically delivered in a small group setting. An
example of a Tier 2 intervention is Check in/Check out. On average, around 15% of the student
population needs Tier 2 supports. Students who show improvements can be put back to Tier 1,
but if they are not showing improvements then they will be moved to Tier 3.
Tier 3: Tertiary Prevention: Intensive, Individualized Interventions for Students with HighRisk Behaviors.
Tier 3 provides individualized interventions for students who engage in high-risk
behaviors that put others in danger or for students who are not benefiting or showing progress in
Tier 2. Functional Behavioral Assessments (FBA) are provided to each student in Tier 3 to
identify problem behaviors, reasons why child displays those behaviors (i.e., to get attention or
get out of doing something), and a Behavior Intervention Plan (BIP) is developed based on the
specific needs of the student. Students are then provided with appropriate behaviors that meet the
same need as the specific undesirable behaviors the child engages in. The student is taught new
appropriate behaviors, are provided with opportunities to practice new skills, and are given
feedback and correction as needed. On average, only about 5% of student body requires Tier 3
interventions. If students show progress then they can be moved down to Tier 2 and then
eventually moved down to Tier 1.
3. Explain why a triangle might be used to depict the process of PBIS:
A triangle is used to show how schools use a continuum of positive behavioral supports and
interventions to teach and reinforce appropriate behaviors to students. The triangle provides an
outline of the intensity of interventions- base triangle-less intensive, middle triangle-more
intensive, and then top of triangle is most intensive. The base of a triangle is larger than the top
which represents how most students 80% benefit from school wide primary/universal supports.
Then the middle of the triangle shows how 15% of students benefit/require a more intensive
approach (Tier2) and the top shows that only about 5% of students require specialized and
intensive supports due to high risk behaviors. The triangle shows how ALL students start in Tier
1, but can be moved to Tier 2 if they need more support. The student can either go to Tier 3 or
back down to Tier 1 based on progress.
4. What information is used to move a student from one tier to another?
PBIS requires that students progress be continuously monitored and documented in each
Tier to assess for whether the interventions and supports provided to the student are

benefiting the student. Progress monitoring must be ongoing. If the student is not showing
increase of prosocial behaviors or a decrease in problem behaviors despite
interventions/supports provided, then this shows that the student may need more intensive
services in another Tier. Progress is documented by teachers and documentation must be
specific and based on observable measures. Documentation must contain information about
why the interventions/supports were provided to the student (i.e., what specific behaviors
were targeted), how the child responded to interventions (i.e., was the student receptive,
engaged, did they struggle to understand etc), information on how the interventions were
modified to better suit the child, and information about frequency of behaviors over a period
of time. Documenting how often problem behaviors occur at beginning of intervention, then
documenting how often problem behaviors occurred after interventions, can provide enough
information to determine if the student is showing progress or is needing more support.

5. Explain what the following components are & how they may work within the
setting.
(1) Creating Expectations Matrix:
Expectation Matrix is used to list the school-wide behavioral expectations that ALL
students are expected to comply and follow. Once the school staff identify what the
behavioral expectations are for their school, then those expectations need to be posted
around the school in order for students to be able to have access to those expectations.
The Matrix should be posted in every location in the school in which those behavioral
expectations would apply (i.e., cafeteria, gym etc). The matrix will be something that a
teacher can use when redirecting a student, and showing them that what they are doing is
not following the rule/expectation (e.g., the teacher can point to matrix and point to the
specific expectation the student is or is not meeting).
(2) Teaching Expectations: Staff must model each expectation and after modeling what
that specific expectation looks like, then the students will practice the expected behavior.
During this time, feedback can be provided to students in order to correct when the
students are not demonstrating the behavior appropriately. Students should be provided
correction, but not in a punitive fashion, instead focus on what the desired behavior is and
not what the student did wrong. Praise should be given when students do engage in
appropriate desired behaviors in order to encourage students to continue engaging in
those desired behaviors.
(3) Data Collection & Distribution/Discussions: In order for PBIS to be evaluated to
determine its effectiveness and to identify struggling students, data collection must occur.
Data collection usually comes in the form of MIR (Minor Incident Reports), which
includes any disciplinary measure, outside of just verbal redirection that a student
receives (i.e., referrals, detention, suspension etc). Data must be include description of
behavior, and include examples. The school can review these MIRs to see what problem

behaviors are occurring most frequently. The school can then discuss those results and
will have an idea of what school wide behavioral expectations and intervention strategies
should be developed and implemented. In addition to data being used as a measure to
identify school wide problem behaviors, data collection can identify struggling students.
Example: If one student has had 5 MIPS in the last month despite Tier 1 supports, then
the student may be placed in Tier 2. Students progress must continually be monitored in
order to determine placement. The school uses the data collected to evaluate the
effectiveness of certain interventions/strategies, if students are not showing progress with
the supports provided, then the school might decide to change/modify the intervention to
see if it is more beneficial and effective.
(4) Individual Progress Monitoring: Students progress must be monitored frequently to
determine if they are benefiting from the supports and interventions provided to them. If
a student is placed in Tier 2 and careful observations reveal that problem behaviors are
not improving, then the student might be placed in Tier 3 for more support. Same goes for
progress, if student is showing improvement in Tier 2 then the student might be moved to
Tier 1. Individual progress monitoring answers 2 main questions: 1. is the intervention a
good fit for the child 2. Is the intervention producing the outcomes desired?

Response to Intervention
1. What is the purpose of Response to Intervention (RTI)?
RTI helps identify students who are struggling academically sooner, and provide them with
the interventions and supports they need. RTI can identify students who may have an
undiagnosed/unidentified learning disability, which is negatively impacting their academic
performance. RTI uses evidenced based instructional interventions to provide struggling
students with tools and supports they need to improve academically. Main purpose: early
detection and implementation of intervention to struggling students and ensure that ALL
students receive the supports, interventions, and strategies needed to succeed academically.
2. RTI is a 3-tier model. Provide a detailed outline of each of the 3 tiers:
RTI: has 3 tiers, similar to PBIS.
Tier 1: Primary Intervention in the General Education Classroom
Tier 1 also referred to as primary prevention, this is where all students in the general
education classroom receive specifically designed, evidenced based, curriculum. Teachers will
monitor the progress of struggling students who were identified during the universal screening. If
the student is not showing progress in Tier 1, then the student may be moved to Tier 2 for
additional support.

Tier 2: Secondary Intervention

Tier 2 is for students who are not showing progress with Tier 1 instruction and
curriculum. Student who are placed in Tier 2 receive tutoring/instruction in small groups. In Tier
2, instruction is provided by not just the GE teacher, but also could be provided by additional
school staff such as special education teachers. Typically students in Tier 2 receive Tier 2
interventions for about 10-12 weeks. Individual progress of each student is collected and if
student is improving then they might return to Tier 1, but if they are still struggling, then they
might be moved to Tier 3.
Tier 3: Tertiary Intervention
Tier 3 is essentially special education services. Students in Tier 3 have been diagnosed
with a learning disability. Tier 3 interventions are more intensive and individualized, and are
provided to a small group of students (usually 2-3). Tier 3 instruction is only provided by a
teacher who is specialized in a particular subject, or an intervention teacher. Students receive
interventions such as direct instruction, are provided with more supports than Tier 2, and only a
few skills are being taught at a time. Student typically remain in Tier 3 for 9-12 weeks.
Individual progress is monitored to determine progress and determine whether student needs to
remain in Tier 3, or can be moved to Tier 2.
3. Explain why a triangle might be used to depict the process of RTI:
The triangle provides a visual representation of the percentage of students who benefit from each
level of intervention. Bottom triangle: more area= 80-90% of student body benefit from Tier 1
intervention. Middle triangle: 5-10% of student body who require more supports in Tier 2. The
top of the triangle: smallest area=1-5% of student body who require more supports that Tier 1
and Tier 2. The triangle depicts level of intensity. Base-less intense Top-most intense. Triangle
also shows that supports are provided on a continuum, meaning that a student can go up and
down the Tiers.
4. What information is used to move a student from one tier to another?
Determining which Tier a student is placed in requires continuous progress monitoring. The
students progress is documented by teachers. Progress is determined by how well the student is
scoring on assessments (local and state wide) as well as their overall grades on homework, tests,
and projects (CBM: Curriculum-Based Measurements). Students beginning in Tier 1 have
already been identified as struggling based on the results of universal screening. Individual
progress monitoring occurs for each student who was identified as struggling. Based on how the
student is performing academically in Tier 1, the student may be moved to Tier 2 for additional
support (usually temporally) to get more specialized instruction. Same goes for moving from Tier
2 to 3: if student is not showing progress in Tier 2 then the student might be placed in Tier 3 or
moved down to Tier 1 if showing progress with Tier 2 interventions.

5. Differentiate between the three types of assessment defined by TEA for determining
how well students are learning.
(1) Screenings: A student would have received universal screening at their school. This is
where the student will be identified as struggling and would be closely monitored in Tier
1 and moved to Tier 2 or 3 if needed.
(2) Diagnostic assessment: Students who may have a learning disability may require
specialized diagnostic assessment to confirm. Diagnostic assessments could include
intelligence tests, medical evaluations, academic achievement tests, and psychological
assessments-all these are used to rule out another potential cause for the students poor
academic performance that is not a learning disability.
(3) Progress Monitoring: Students academic performance is monitored by individual
progress monitoring which looks at whether the child is benefiting from the
supports/interventions provided to them in whichever the Tier they are placed in.
Progress monitoring must be done frequently in order to provide the student with
modified interventions to meet their needs.
6. Explain how the use of RTI& PBIS addresses the diversity in learning differences and
expectations.
Both RTI and PBIS provide supports and interventions based on each students unique
needs. Students are placed in one of 3 Tiers depending on how much additional supports,
interventions, and/or teaching instruction delivery the individual student needs. The 3 Tier model
was designed to meet the student where they are. RTI is based on the notion that every student
learns differently, and one student may benefit from evidenced based instruction in the GE
classroom, while another student may still struggle being provided the same instruction. PBIS
and RTI was designed to help those students who are not benefiting from primary instruction,
and give them the opportunity to get more specialized/individualized supplemental services in
order to meet the same academic performance standards as students who remain in GE.
PBIS, while similar to RTI, focuses on providing behavioral supports and intervention based on
each students individual needs. Students who are not meeting behavioral expectations at primary
level (Tier 1) and are continuously violating expectations, require some additional assistance to
change behaviors. Similar to RTI, one student may respond well to primary interventions, while
another student will not. PBIS mythology is based on the notion that not all students will benefit
from lower intensity interventions, and sometimes with more support (being at Tier 2), the
student can benefit from lower intensity interventions (Tier 1).

Articles:
PBIS:
Jolivette, K. k., Patterson, D. P., Swoszowski, N. C., McDaniel, S. C., Kennedy, C., & Ennis, R.
P. (2014). School-wide positive behavioral interventions and supports in a residential
school for students with emotional and behavioral disorders: First years of
implementation and maintenance follow-up focus groups. Residential Treatment For
Children & Youth, 31(1), 63-79.
RTI:
Cowan, C., & Maxwell, G. (2015). Educators' perceptions of response to intervention
implementation and impact on student learning. Journal Of Instructional Pedagogies, 16