Positive Behavioral Supports and Interventions

The Ohio PBIS framework delineates a comprehensive, school-wide system of behavioral support. PBIS incorporates proactive strategies for defining, teaching, and supporting appropriate student behaviors that contribute to a positive school environment. This approach includes a focus on:

  • Common behavior expectations that are posted, taught and reinforced
  • Systematic teaching of behavioral expectations
  • Proactive discipline policies that focus on prevention
  • Data- based decision-making to guide staff in responding to problem behavior

The Early Childhood model of Positive Behavior Intervention and Support (PBIS) incorporates three levels of prevention and intervention designed to meet the social-emotional needs of all young children. Within early childhood settings, PBIS is a program-wide approach focusing on the social emotional development of all children.  High quality environments, nurturing and responsive relationships, and intentional social skills instruction characterize PBIS in early childhood settings.  Implementation of PBIS in early childhood settings reflects a focus on building positive relationships between children, families and staff as well as maintaining safe, organized and predictable environments.

Technical Assistance Center on Social Emotional Intervention for Young Children 

Center on Social Emotional Foundations for Early Learning

Center for Early Childhood Mental Health Consultation

Georgetown University National Technical Assistance Center for Children’s Mental Health 

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