Copyright: pbs.org
One of the hallmarks of Positive Behavioral Support is its use of tiering. The theory is that a schoolwide problem requires a schoolwide policy to address it. If everyone is tardy for instance, the school needs to create a systematic way to reward students who arrive on time. The second level deals with positive behavioral support in the classroom, here classroom level problems can be solved. It is critical that the classroom level uses the same policies as the school level and that every teacher is consistent. When behavioral expectations are consistent and brief, students respond best. Finally, students that are consistently not in compliance with school and class rules are targeted with additional behavioral modification. The goal is to have most students comply with school rules and address issues in individual students.
Tobin, T.J. and Sugai, G. (2005). Preventing Problem Behaviors: Primary, Secondary, and Tertiary Level Prevention Interventions for Young Children. Journal of Early and Intensive Behavior Intervention 2 (3), 125-144 BAO
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