PBIS in the Classroom


PBIS in the Classroom

When PBIS is implemented in the classroom, it may be referred to as classroom PBIS, positive classroom behavior support (PCBS), positive and proactive classroom management, or a variety of other synonyms.  The same critical features (practices, data, and systems) come together to promote desired outcomes for students and educators in the classroom. 

  • Classroom PBIS practices include preventative and responsive approaches that may be effectively implemented with all students in a classroom and intensified to support small groups or a few individual students.
  • Systems refer to the structures and supports district and school leadership teams provide to enhance teachers' implementation of classroom PBIS practices with fidelity.
  • Data are an active, dynamic part of decision-making in the classroom that allow educators to identify patterns of strengths and needs. Those patterns drive decision making to continue, adopt, or modify classroom PBIS practices and systems.

To learn more about PBIS in the classroom, click on one of the features (practices, systems, or data) in the figure below for more detail about what each feature "looks like" in the classroom.  Each feature is more fully explained in a technical guide (posted under resources and hyperlinked within each feature).  Content is hyperlinked so that you may easily navigate within and among the critical features as you learn more about implementing PBIS in the classroom.

Please click the text in the image above to access further information


Classroom Integrated Academics and Behavior Brief

This brief was developed to provide core features and strategies for integrating academic and behavior practices to support students in a “whole child” approach at the classroom level.

PBIS Technical Guide on Classroom Data: Using Data to Support Implementation of Positive Classroom Behavior Support Practices and Systems

by Jessica Swain-Bradway, Robert Putnam, Jennifer Freeman, Brandi Simonsen, Heather George, Steve Goodman, Kimberly Yanek, Kathleen Lane, & Jeffrey Sprague

This technical guide is designed to guide: 1) educators to use data for decision-making as they implement Positive Classroom Behavior Support (PCBS) practices and 2) school leadership teams to use data for decision making when implementing systems to support educators’ implementation of PCBS.

PBIS Technical Brief on Systems to Support Teachers' Implementation of Positive Classroom Behavior Support

This technical brief summarizes proactive, efficient, and evidence-based systems for supporting teachers’ implementation of positive classroom behavior support (PCBS) practices school-wide (by Jennifer Freeman, Brandi Simonsen, Steve Goodman, Barb Mitchell, Heather George, Jessica Swain-Bradway, Kathleen Lane, Jeff Sprague, Bob Putnam)

Supporting and Responding to Behavior

Evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers