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Positive Behavioral Interventions & Supports

PBIS is a school-wide framework—not a curriculum—that helps educators organize evidence‑based strategies to support positive behavior for every student. Through a multi‑tiered system, all students receive universal Tier I supports, with additional Tier II and Tier III options for those who need more targeted or individualized help. By teaching and reinforcing 3–5 clear behavior expectations across all settings, schools create safer, more predictable environments where relationships and academic engagement can grow. PBIS works because it prevents problems before they start and promotes a proactive, positive approach to discipline that benefits the entire school community.

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Check out the resources we offer to PBIS Coaches.
Resources for CoachesEventsPBIS TipsPBIS Videos
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ArkansasIDEAS

Arkansas's most utilized K-12 teacher professional development resource. Here, you can find valuable PBIS related courses for Arkansas schools.
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PBISApps

 A not-for-profit group, developed and operated by faculty and staff at Educational and Community Supports (ECS), a research unit within the College of Education at the University of Oregon. ECS began in 1999 directed by Dr. Robert Horner and remains focused on the same mission: To implement practices resulting in positive, durable, scientifically validated change in the lives of individuals with disabilities and their families.

 

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PBIS National Center

Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP), the Technical Assistance Center on PBIS supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.

 

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“If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we… …teach? …punish? Why can’t we finish the last sentence as automatically as we do the others?”
—John Herner (1998)