Ten Common Misses in PBIS Implementation. (April 2021)

• Record Type: Journal Article
• Authors: Tyre, Ashli D.; Feuerborn, Laura L.
• Is Part Of: Beyond behavior. Volume 30:Number 1(2021)
• Page Start: 41
• Page End: 50
• Publication Date: 2021-04
• Subjects: positive behavioral supports -- school wide -- interventions -- attitudes -- teacher(s); Problem children -- Education -- United States -- Periodicals; Behavior disorders in children -- Periodicals; Behavior disorders in children; Problem children -- Education; United States; Electronic journals; Periodicals; 371.93
• DOI: 10.1177/1074295621996874
• Languages: English
• ISSNs: 1074-2956

Abstract

The success of positive behavioral interventions and supports (PBIS) frameworks relies upon educators supporting and implementing PBIS plans. However, common staff-level perceptions exist that may interfere with successful implementation, which we refer to as misses. In this article, three types of misses representing common sets of staff concerns for PBIS implementation are discussed: misunderstandings, misapplications, and misalignments of educator philosophies. We discuss common misses, unpack them from the perspective of implementers, and provide suggestions for supporting staff. Common misses in PBIS can be prevented and successfully addressed when they occur through staff engagement, professional development, and implementation support.