Positive Behavioral Interventions and Supports

 Overview

Class-wide PBIS (CWPBIS), also known as classroom PBIS or effective classroom practices, is a Tier 1 proactive, preventative framework ideally implemented concurrently with school-wide PBIS (SWPBIS). Effective CWPBIS uses the interactive logic of evidence-based classroom management practices, systems to ensure fidelity and sustainability, and data to guide decision-making and monitor effectiveness to support desirable academic and social outcomes for students.

Similar to school-wide, building a solid Tier 1 foundation in the classroom is crucial to success. You can learn more by exploring resources available through the National PBIS Technical Assistance Center.

 Classroom Environment

Students are more likely to achieve desired outcomes when teachers maximize structure, establish predictable routines and strategically plan the physical layout of the classroom  environment. Explicit teaching of consistent procedures and routines enhances student success. Teachers can move throughout the room, scan regularly and interact with students to establish the practice of active supervision. 

More information on developing proactive and predictable classroom environments can be found at:

Classroom Expectations

Classroom expectations example

 Positively-stated schoolwide expectations are used as the basis for the classroom behavior matrix. Classroom expectations are then clearly defined and established for all routines and settings within the classroom (Entering the room, instructional time, group work, transitions, etc). The classroom behavior matrix is displayed and referenced throughout the room, shared with families, and used as a tool to teach expectations to students.

Once classwide expectations are identified, students are explicitly taught the expectations in the natural settings and within the routines the expectations are performed. Reteaching and prompting occurs continuously. The focus is on guiding students to be successful by teaching behavioral expectations in the same way that academic content is taught.

A lesson plan template to pull this all together can be found here.

Once classroom behaviors have been explicitly taught, the teacher regularly provides proactive prompts and pre-corrections to students. The University of Louisville has created helpful instructional videos.

Active Engagement and Instruction

When students are actively engaged in effective instruction, desirable behavior increases and inappropriate behavior decreases. Providing students with numerous and varied opportunities to respond to instruction, choices and tasks of diverse levels of difficulty promotes student engagement over time. Further information can be found at:

Reinforcement of Expected Behavior

Class-wide expectations are continuously reinforced and acknowledged by the teacher through a continuum of varied acknowledgements. When students exhibit appropriate behavior, they are recognized and celebrated in a manner that matches their values and culture. 

Specific verbal praise is considered a key contributor to increasing desired behaviors. Learn more about how to effectively provide specific verbal praise at Intervention Central’s Teacher Praise: An Efficient Tool to Motivate Students.

Class-wide acknowledgement systems not only encourage students to behave appropriately, a formal system also serves as a prompt for the teacher to remember to focus on students who are meeting the predetermined class-wide expectations. Acknowledgement systems should be feasible, relevant and ideally matched to the school-wide acknowledgement system. More information can be found through the Acknowledgement System Tip Sheet from the Tennessee Behavior Supports Project at Vanderbilt University.

Responding to Problem Behavior

 Responding to behavioral errors focuses on consistent messaging, providing corrective feedback, and reteaching. Minor (teacher managed) behaviors are distinguished from major (office managed) behaviors. Teachers are encouraged to implement a continuum of effective strategies. Missouri PBIS created a Teacher Tool to Discourage Inappropriate Behavior that can be helpful and informative.

Classroom Self Assesment

 Want to check how you are doing implementing class-wide PBIS? Try out this self-assessment tool. It also includes an action plan template for you to enhance your skills. 

Want to Know More about Class-wide PBIS?

Check out modules and resources below:

National Center for Intensive Intervention Behavior Support Modules

Northeast PBIS Network: Classroom Practices

Midwest PBIS Network: Classroom Practices

MO-SWPBS Effective Classroom Practices

Want to begin implementation? 

CWPBIS implementation is most successful with external coaching support.

See our Contact page for University affiliates and Northeast PBIS trainers to get you started!