Implementation of Early Childhood PBIS
Ohio’s implementation of Early Childhood Positive Behavioral Interventions and Supports (PBIS) provides a strong foundation for schools and families to support the development of young children. The systematic approach to teaching expectations, using developmentally-appropriate and equitable practices, and making decisions based upon data ensure that children have the supports they need to thrive and grow.
Systems: Supporting Staff Behavior
How things are done:
- Team-based problem solving
- Data-based decision making
- Long-term sustainability
Data: Supporting Decision Making
How decisions are made:
- Ongoing data collection and use
- BIRs (# per day or month, activity or location, behavior, student)
- Family and staff input, implementation data
- Suspension or expulsion, attendance, tardies
Practices: Supporting Student Behavior
How staff interact with students:
- Direct teaching of behavioral expectations, other essential skills (expected behavior, social skills, etc.)
- Educational staff should consider how their instructional methods meet the cultural strengths, interests, background, and learning styles of the student
- Ongoing reinforcement of expected behaviors
- Using consistent, developmentally appropriate strategies to respond to students’ challenging behaviors
Outcomes: Supporting Social Competence & Academic Achievement