What can you do about students who don't buy-in to your reinforcement system?

If a large number of students are not invested in your school reinforcement system consider modifying the reinforcement strategies and/or schedule. If the reinforcers do not hold value for students or if the delay in time prior to receiving the reinforcement is too lengthy students might respond with a lack of interest in the system. If there are only a few students who are not invested in the school-wide reinforcement system, consider if these students might meet criteria to benefit from Secondary levels of support. At the Secondary level of support, PBIS schools might modify reinforcement systems and schedules to better meet student needs.

What can you do about students who have chronic misbehavior?

"When student problem behavior is unresponsive to preventive school-wide and classroom-wide procedures, information about the student's behavior is used to (a) understand why the problem behavior is occurring (function); (b) strengthen more acceptable alternative behaviors (social skills); (c) remove antecedents and consequences that trigger and maintain problem behavior, respectively; and (d) add antecedents and consequences that trigger and maintain acceptable alternative behaviors" (OSEP TA Center on PBIS, n.d.).

What can you do when a student has intensive behavioral needs?

PBIS schools have established a continuum of behavioral supports, knowing that there is no one-size-fits-all approach to discipline. PBIS schools should have crisis plans and pre-determined approaches to addressing serious and/or dangerous behaviors. In addition, to these plans, PBIS schools strengthen their efforts to respond to students with intensive behavioral needs by establishing appropriate connections with community and mental health agencies through the use of Child and Family Teams in a Systems of Care model. PBIS teams are encouraged to investigate, identify, and implement appropriate strategies and support systems that meet the needs of students with intensive behavioral needs.