Since PBIS is a framework for reinforcing behavior rather than a one-size-fits-all method, it should help teachers adapt to their students’ responses. For example, what if a kid doesn’t want to be recognized in front of their peers? Licensed Clinical Social Worker Laura Mooiman says that schools can conduct surveys among their students to find out how they prefer to be acknowledged. Some kids turn down physical prizes but highly value social rewards, like sitting close to the teacher or getting to choose music for the class at lunchtime. Regardless of the type, rewards earned should never be withdrawn because they then become punishments. Punishments are not a feature of an effective PBIS program.
Jean Gonsier-Gerdin, a professor in the special education department at CSU Sacramento, said that when a reward system isn’t working for a particular student to reduce problem behavior, a functional behavior assessment (FBA) can help the teacher determine why inappropriate behavior is continuing. This might look like teaching the student how to ask for a break appropriately, for example, or figuring out whether a different intervention or reward is more reinforcing.
For more, see our article Positive Behavioral Interventions and Supports (PBIS) 101.
