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Positive Behavioral Supports and Interventions

Positive Behavioral Supports and Interventions are prevention strategies and are preferred because of the low rise of negative side effects, and the high priority placed on teaching behavior opposed to managing and controlling behavior. They may be used without the development of a written behavioral intervention plan and without documentation in the individualized education program (IEP).​

• Antecedent-Based Interventions
• First, Then​​
• Parent Training
• Scripting
• Technology-Aided Intervention and Instruction
• Adaptations/Modifications​​
• Functional Communication Training (FCT)
• Peer-Mediated Instruction (PMI)
• Structured Play Group​
• Time Delay
• Behavioral Momentum
• Picture Exchange Communication System (PECS)​
• Positive Practice ​
• Self-Management
• Token Economy
• Communicating with Family/Guardians
• Incidental Teaching
• Positive Reinforcement​
• Sensory Regulation
• Verbal Feedback
• Exercise and Movement
• Naturalistic Intervention
  
• Power Card
• Shaping
• Video Modeling
• Direct Instruction
• Negative Reinforcement
• Prompting
  
• Social Skills Training
• Visual Schedules
• Discrete Trial Training
• Modeling
• Proximity​
• Social Narratives
• ​Visual Supports​
• ​Environmental/Activity Modification
• Music-Mediated Intervention
• Relationship Building
• Task Analysis
• Errorless Learning
• Pairing
• Restorative Conferencing
• Teaching Alternative Behaviors​​​​​
  

Reactive Nonrestrictive Interventions

Reactive nonrestrictive interventions assist in supporting behaviors and in preventing escalation of inappropriate behaviors.

• Differential Reinforcement​
• Extinction
• Non-Contingent Reinforcement (NCR)
• Redirection
  
• Overcorrection
• Escape Task
• Planned Ignoring 
• Satiation
• Response-Cost​​
  

Highly Restrictive Intervention

Highly restrictive interventions are permitted in schools only to maintain a safe and orderly learning environment and should be used only when necessary to ensure the safety of students and others. These interventions should not be used as a form of punishment for individual students. For further information, please see ISBE Restraint and Time Out and ISBE Discipline.​

• Expulsion
• Time Out
  
• Isolated Time Out
  
• ​Physical Restraint​​

Examples of Data Collection

• ABC Data​​
• FBA Functional Behavior Interview
• Functional Assessment Observation 
• Competing Behavior Model Worksheet
• FBA Student Interview​
• Scatter Plot
• INTC Intensity Data​
  
• Forced Choice Reinforcement (Spanish)
• Forced Choice Reinforcement (English)
• Personality Belief Questionnaire (PBQ)
• Functional Assessment Observation Form & Directions
• Open-Ended Functional Assessment Interview 
• Functional Assessment Screening Tool (FAST)​
• Questions about Behavioral Function (QABF) assessment​​

Examples of Technical Adequacy Tools

• TATE Assessment
• TATE Scoring Form​ 
• TATE Scoring Guide
• IL Technical Adequacy Tools
• Illinois Functional Assessment of Behavior Checklist (iFAB)
• ​Illinois Behavior Intervention Checklist (iBIC)​

Other Resources

• ​ Behavioral Interventions in Schools: Guidelines for Development of District Policies for Students with Disabilities (Updated October 2024)
• Online Toolkit: Evidence-Based Culturally Responsive Behavior Interventions and Practices for Students with Disabilities 

Resources

•  July 19, 2022: Letter from Secretary Cardona to Nation's Educators, School Leaders, Parents and Students About the Importance of Supporting the Needs of Students with Disabilities
• July 19, 2022: OSEP Dear Colleague Letter on Implementation of IDEA Discipline Provisions​​
• OSEP FAQ: Addressing the Needs of Children with Disabilities and IDEA's Discipline Provisions
• Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders
• OCR 504 Discipline guidance
• OCR 504 Discipline Factsheet​
• Using Functional Behavioral Assessments to Create Supportive Learning Environments​​​​​

Behavioral Intervention Guidance Working Group

• Dr. Deborah Bruns, Professor Emerita, Southern Illinois University
• Travis Clayton, Special Education Teacher, Carbondale Elementary District #95
• Matt Cohen, Attorney & Family Member, Matt Cohen and Associates
• Michelle Connet, BAT Project Coordinator, Special Education Teacher & Family Member, Southern Illinois University
• Dr. Pamela Fenning, SOE Associate Dean for Research, Professor & School Psychologist, Loyola University-Chicago
• Christina Gibson, Director of Autism and Behavioral Support Services & SEL Coordinator, Belleville School District #118 & IAASE Representative
• Chrissy Harsy, School Nurse & Parent, Du Quoin High School
• Dan Holder, Director of School Improvement & Parent, ROE #4
• Cynthia Martin, Retired Special Education Teacher & Assistant Lecturer, Carmi-White County School Unit #5 & Southern Illinois University
• Dr. Nikki Michalak, Director of Autism Professional Learning and Universal Supports Project & BCBA, Illinois State University
• Brandon Wright, Attorney, Miller, Tracy, Braun, Funk & Miller, Ltd.
• Dr. Louise M. Yoho, Assistant Professor, Southern Illinois University
• Dr. Jessica Zanton, Assistant Professor, Eastern Illinois University
  

Video Library of BAT Recordings​​​

• ​Chapter 1: Reevaluationg Zero Tolerance Policies and the Shift Toward Supportive Approaches
• Chapter 2: Leveraging MTSS for Equitable Behavioral Supports
• Chapter 3: COMING SOON: Development of Functional Behavior Assessment and Behavior Intervention Plan
• Chapter 4: Enhancing Student Success through Family and Community Collaboration
• Chapter 5: Integrating Restorative Practices within Social-Emotional Learning
• Chapter 6: Understanding and Addressing the Impact of Childhood Trauma and Other Adverse Circumstances on Behavior​ 
• Chapter 7: Strengthening Early Childhood Education
• Chapter 8: Utilizing Transition Planning to Support Behavioral Needs​