Introduction to Positive Behavio

When a student is not doing what is expected, he/she is off task and is doing something they are not supposed to be doing. Whether they are playing with a toy instead of doing seatwork (inattentive), refusing to do assigned tasks (defiant), or fighting with others (aggressive) when they should be taking a test, these behaviors are inappropriate, potentially disruptive, and interfere with teaching and learning. This section will provide step-by-step guidance for IEP or school-based intervention teams on developing and implementing effective Positive Behavioral Supports (PBS) or Behavior Intervention Plans (BIP) to prevent and address identified challenging behaviors. Since engaged student learning has a positive impact on student achievement, we will also provide guidance on how to increase on task behavior. In addition, since aggressive and defiant behaviors are particularly challenging for schools, we will also provide guidance on how to decrease aggressive and defiant behaviors.

1. Unless the BIP (PBS) addresses the cause of the challenging behavior, it will likely manifest itself elsewhere. Consequently, best practices would suggest that a functional behavioral assessment (FBA) should precede and guide the selection of goals and interventions.

2. In addition to students, who may need positive behavioral supports, schoolwide positive behavioral supports are very effective in preventing and addressing challenging behavior throughout a school. In the following hyperlinked resources we provide guidance in developing and implementing schoolwide positive behavioral supports.

If an IEP team is developing this BIP (PBS), we would refer the reader to a number of IEP components (e.g., PLEP statement, goals & objectives, related services - counseling, etc.) where data should be entered.

Developing and implementing effective and positive behavioral intervention plans can improve the capacity of school-based intervention teams & IEP teams to address the behavioral needs of students as a whole and individually, as well as better ensuring accountability. In this outcome-based planning, the IEP or school-based intervention team must decide on problematic behaviors to be decreased/eliminated &/or pro-social behaviors to be learned &/or increased. By following the hyperlinked steps below, stakeholders will be provided with guidance in developing and implementing BIPs (PBS):


Newark Teachers Union	Newark Public Schools	Statewide Parent Advocacy Network