What is behavior?

​Behavior is something that a person does that can be observed, measured, and repeated. When we clearly define behavior, we specifically describe actions (e.g., Sam talks during class instruction). We do not refer to personal motivation, internal processes, or feelings (e.g., Sam talks during class instruction to get attention).

Why define behavior?

A prerequisite for measuring behavior is to be able to operationally define the target behavior (i.e., the behavior to be changed or the problem behavior) as well as the desired behavior. Being able to operationally define a behavior is important because it helps teachers to:

• Collect data on the behavior, either by observing the student or by asking others about the student
• Collect accurate information about when the behavior occurs
• Optimize the available services or supports for data collection
• Focus on the interaction between the environment and student instead of assuming that innate issues are the behavior’s source (e.g., “He’s a troubled kid.”)
• Describe what they want their students to do in an unmistakable manner so that others can assist in their efforts
• Design an appropriate intervention
• Determine whether the behavior has changed once an intervention has been implemented
• Write individualized education program (IEP) behavioral goals and objectives, conduct functional behavior assessments, and communicate with others (e.g., parents, other teachers, guidance counselors)

Positive Behavioral Interventions and Supports (PBIS) is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2007). Positive Behavioral Interventions and Supports (PBIS) is a process that is consistent with the core principles of MTSS. PBIS offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems.

Both MTSS and PBIS are grounded in differentiated instruction. Each approach delimits critical factors and components to be in place at the universal (Tier 1), targeted group (Tier 2), and individual (Tier 3) levels. Our goal is to describe the shared (identified in bold) characteristics of these approaches as a basis for highlighting how best to meet the needs of children experiencing academic and social difficulties in school.