PBIS Strategies
What are low-intensity strategies and how can they help educators address challenging behaviors?
Low-intensity strategies are practices that are easy to implement. They do not require much prep time and can help reverse unwanted behaviors early in the acting-out cycle. By addressing minor behaviors, teachers can prevent students from escalating to more serious behaviors. A few examples of low-intensity strategies include active supervision, behavior-specific praise, high-p requests, providing structured options, and making classroom changes to encourage appropriate behaviors (IRIS 2025).
What is differential reinforcement of alternative behavior?
To use differential reinforcement of alternative behavior (DRA) is to work towards replacing an undesired behavior with a positive alternative behavior. This can be accomplished by reinforcing the desired behavior, which is meant to replace the challenging one (Harlacher, J. E., & Rodriguez, B. J. 2018).
For example, if a student makes disruptive noises to get attention when they are struggling (sighing, grunting, cursing, etc.), the teacher could encourage the student to raise their hand if they need help. The positive behavior of raising their hand is meant to replace the unwanted behavior of grunting and sighing out loud. The student realizes that by raising their hand, the teacher will provide support and answer questions when they are feeling stuck. After the student has demonstrated the positive behavior, the teacher can use a positive statement to reinforce it.
Behavior-specific
Praise
Behavior-specific praise is a positive statement given to a student that acknowledges a desired behavior. A teacher can use behavior-specific praise to state the exact behavior the student demonstrated (IRIS 2025). For example, when Mr. Jimenez noticed a group of students showcasing the desired behavior, he acknowledged them to the class through a positive statement: “Thank you Liz and Jammie for sharing your equipment and taking turns. This is a great example of teamwork.”
Tier 1 Strategies
Pre-Correction
When using pre-correction, a teacher determines when challenging behavior tends to happen and then incorporates changes into the classroom environment. This strategy can help teachers prevent those behaviors from escalating further (IRIS 2025). For example, if Mr. Jimenez noticed a certain time when challenging behaviors tend to occur, he could use pre-correction to help prevent the behaviors before they happen. Furthermore, if he noticed that students start arguing during drill rotations because the time is going by too quickly, he could adjust the amount of time spent at each station.
Choice Making
Choice making is a strategy used by teachers to allow students a choice for non-preferred tasks. This strategy gives students more control over their own learning and fosters independence. Choice making can reduce challenging behavior, especially for students who tend to avoid or procrastinate non-preferred tasks (IRIS 2025). For example, Ms. Lowrance could use choice making to help her students complete their assignments. She could use this method within an assignment or between assignments. Furthermore, when work time starts, she could give them the option of working at their desk or brainstorming in small groups.
Tier 2
Check-in/Check-out
The PBIS check-in/check-out strategy is a targeted intervention designed to support students who need additional behavioral support. It involves a structured daily routine where students check-in with their teacher regularly to set goals and receive feedback. Throughout the day, students receive feedback and positive reinforcement based on their behavior and task completion. This strategy helps improve student accountability (Center on PBIS 2025).
Tier 2
Behavioral Contract
A PBIS behavioral contract at the Tier 2 level is a targeted intervention designed to support students who need additional interventions beyond Tier 1. This contract clearly outlines specific behavioral expectations, individualized goals, and rewards (PBIS World). It serves as an agreement between the student and teacher, and promotes accountability and communication.
Tier 3
Data collection and regular meetings between student and teacher
Regular meetings with students at the Tier 3 level of PBIS are essential for monitoring individual progress and providing targeted support. These meetings offer a structured opportunity to review behavior goals, discuss challenges, and adjust interventions based on data and student feedback (Escambia County Public Schools 2023). Consistent communication helps build trust and reinforces accountability.
Tier 3
Social and Emotional Skills Development
At the Tier 3 level of PBIS, social and emotional skills development is highly individualized, targeting students with intense or chronic behavioral challenges. Interventions focus on personalized strategies that address specific social-emotional deficits, often involving functional behavioral assessments to help tailor support plans (What Works Clearinghouse 2023).
