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and reinforce positive behaviors because it is so different than the traditional approach. This is something that

we have to really emphasize and model for them. By implementing PBIS we are aiming to fundamentally

change their conceptions of discipline, or at least put the systems in place that are necessary to support this

change with increased emphasis on proactivity and positivity. Finally, the last step is evaluate, where we take

data on student behavior and see where the system is working and what needs to be retaught or changed

(Simonsen, 2015). Evaluate is an important step because PBIS is data driven and evidence based. After this

the cycle repeats based on what is needed—for example a certain behavior may need to be retaught and

enforced if the data shows that students need a refresher in that area.

PBIS is so important because it helps students and educators reach their highest potential. It

helps all students “develop and learn social, emotional, and behavioral competence supporting their academic

achievement” (OSEP, 2018). It has decreased major disciplinary infractions, aggressive behavior, and

perceived bullying in schools (OSEP, 2018). At the same time schools with PBIS generally experience

improvements in perceptions of school climate and safety. It helps teachers cultivate positive, predictable, and

safe environments for their students and decreases teacher turnover rates (OSEP, 2018). Beyond improving

behaviors and overall school environments PBIS also supports academic achievements (OSEP). According to

emerging research, a large factor that causes deficits in academic test scores is problem behavior, which

causes as loss of instructional time (Ryoo, Hong, Bart, Shin, & Bradshaw, 2018). This is the major reasoning

behind choosing to implement PBIS instead of helping students and teachers with their academic pedagogy. If

we can help improve the behavior, then teachers and students will have more opportunities to focus on

academics. One important thing to note when looking at all of the research on the benifits of PBIS

behaviorally, socially, and acedemically, is that these benifits are maximized when PBIS is implemented with

fidelity. So, when teachers and staff are following each step of the cycle as best as they can an constistently

self monitoring and reajusting, the system can efficiently function to help students and staff.

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