1. PBIS Play-by-Play: Reinforcement
Materials needed: paper, pens/markers and internet access for video (when appropriate), TTESS and PBIS in the Classroom infographic (optional)
Say: PBIS Play-by-Plays are short, professional learning opportunities designed to highlight specific Tier 1 classroom behavioral strategies that align with the AISD Big 6 evidence-based classroom strategies.
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Campus Name Here

2. PBIS Play-By-Play: Reviewing The Big 6
Say: Let’s quickly review. When we refer to the term “The Big 6”, as it relates to Positive Behavioral Supports and Interventions or PBIS, we are discussing these components of the classroom learning environment.
1. Culture and Relationships…the combination of teacher and student experiences that impact the feel or culture of the classroom.
Structure…the organization and well-designed procedures that assist in making the classroom a safe, predictable environment.
Expectations…this component relates to the explicit planning and teaching of classroom behavior expectations, including our behavior matrices and lesson plans.
Interaction…this is another term for engagement or the concept of providing students with opportunities to respond and highly participate in the classroom experience
Reinforcement…from high-fives to forms of descriptive feedback, this component is a cornerstone of PBIS. It’s all about recognizing students for approaching, reaching or exceeding the behaviors we want to see students engage in.
Correction…this last component of classroom relates to the strategies and responses used to decrease interfering behaviors in the future as well as the promotion of positive ones.
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3. T-TESS & PBIS in the Classroom
Visual representation of the connection between:
PBIS in the Classroom
T-TESS Domain 3 (Learning Environment)
PBIS in the Classroom is also connected to other dimensions in Domain 1 (Planning) and Domain 2 (Instruction)
Say: Regardless which of the Big 6 components we refer to when discussing PBIS in the Classroom, the practices can be found in multiple dimensions of T-TESS. In fact, take a look at this T-TESS and PBIS in the Classroom Infographic to help make additional connections. Now, let’s take a look at this component of the Big 6.
Optional: distribute TTESS and PBIS infographic. Click on picture of infographic to obtain PDF version.

4. PBIS Play-By-Play Reinforcement
Reinforcement only occurs if the behavior is likely to increase in the future.
When providing reinforcers, we should make the connection between the reinforcement and the appropriate behavior. Then, we can shift toward natural reinforcement.
In many cases, the natural reinforcers aren’t enough to maintain the behaviors we want!
Say: Positive reinforcement provides students with feedback that their behaviors are in alignment with Behavior Expectations, and displaying these behaviors will gain a desired outcome. It is what provides them with motivation to meet expected behaviors and academic goals.
It is a positive approach that helps increase desired behaviors rather than punishing to decrease the behaviors you don’t want.
Positive Reinforcement can be applied and provided for behaviors displayed by individual students, or it can be applied and provided to class-wide or group behaviors. That is part of the magic of positive reinforcement, the ability to apply it to a wide range of behaviors and situations.
In many cases, the natural reinforcers aren’t enough to maintain the behaviors we want to see and hear!
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5. PBIS Play-By-Play Reinforcement
Teachers should use a continuum of strategies to reinforce appropriate behavior, including:
Specific and contingent praise
Group contingencies
Behavior contracts
Token economies
Praise is the most widely used reinforcer in the classroom.
The most effective praise is specific and contingent.
At a minimum, all teachers should be using specific and contingent praise in the classroom.
Say: We should use a continuum of strategies to reinforce the appropriate behavior such as:
*Specific and contingent praise
*Group contingencies
*Behavior contracts
*Token Economies
Even though praise is the most widely used reinforcer, we want to utilize specific praise with a contingency statement.
Say: What is a specific contingent praise? It is a verbal statement that names the behavior explicitly and includes a statement that shows approval.
Here’s an example…
Awesome job, Johnny! (specific praise) I like the way you were respectful by raising your hand. (contingency)

6. Think-Pair-Share
Think – about the following sentiment some teachers may believe about their classrooms.
Pair -- with your shoulder partner, discuss at least “2” reinforcement strategies you would recommend to him/her.
Share – with your team and document (completed by recorder) the strategies on the “Reinforcement” section of your chart paper.
Say: Let’s briefly do a “Think-Pair-Share” (read the slide) Now before we start…
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7. PBIS Play-by-Play: Reinforcement
“Besides specific praise and using the school-wide reinforcement system, what other reinforcers can I use to acknowledge student behavior?”
Say: Here’s the sentiment…(read the question and prompt them to start)
(please gauge the time to stay within the allotted time frame)
Please solicit feedback about 2-3 responses from the Think-Pair-Share
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8. PBIS Play-by-Play: Reinforcers
Reinforcement continuum is an array of types of reinforcers ranging from extrinsic to intrinsic.
As desired behaviors increase, more internal reinforcers should be utilized.
A reinforcer is only reinforcing if it increases the likelihood of the desired behavior! Be sure we are using the most desired reinforcers!
Say: We know that not all students respond to praise or certain types of praise. Because of this, a range or continuum of reinforcers should be used in the classroom. This is also very important, because what we also know is that when the same reinforcer is used over and over again, students begin to tire of that reinforcer and thus become no longer motivated. (distribute handout)
(if time allows, review each section of the handout)
Remember, the reinforcer should be delivered after the appropriate behavior occurs.
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9. PBIS Play-by-Play:
Reinforcement
If you were facilitating this activity, what would you do differently?
Strategy: Forced Choice Reinforcement Menu
Purpose: A method to informally assess an individual’s reinforcement preferences.
Five Types:
Adult Approval
Competitive Approval
Peer Approval
Independent Rewards
Consumable Rewards
What is your
Individual Reinforcement Type?
Say: Sometimes we (adults) decide on which reinforcers we are going to use to positively reinforce students. Remember, the reinforcer should be valuable to the student, not to us (adults). How can determine what’s valuable to the student? The best way is to go directly to the source… our students. (distribute handout: Forced-Choice Reinforcement Menu)
Let’s take a look at the handout.
Here’s an opportunity to get feedback from our students by completing a series of “Controlled Choice” survey.
(if time allows, you may have the participants to complete the test for themselves and score it)
Say: When administering this survey to your students, you may break the survey up into smaller segments, you decide what works best for you. After the test is completed, please score the survey. This will give you information on to how to build your Reinforcement Inventory.
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Take the test!

10. NOTE: optional activity
Think, Write-Pair, Write-Share
NOTE: optional activity
Think – about how you may use one or more of these strategy in your classroom.
Write-Pair – write about how the strategy can positively impact your classroom. Discuss with your shoulder partner.
Write-Share – As a team/group, discuss the benefits of the strategy and determine your level of commitment.
Note: This is an optional activity
Distribute needed materials
Read each bulleted item on the slide and allow time to process each item
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11. Other Strategies…
NOTE: optional slide
PBIS Team can enter additional plays from the playbook decided upon in the PBIS team training.
Note: This is an optional slide
Read each bulleted item on the slide and allow time to process each item
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12. Time Out…I May Need More Support!
Consider...
Collaborating with a PBIS team member.
Visiting the Office of Student Behavioral Support Services intranet page.
Seeking out appropriate sessions in Eduphoria.
Conversing with campus administration and support staff.
Say: The goal of this professional learning session was to provide us with additional strategies we can take back to our classrooms tomorrow and begin implementing. Hopefully, you have been able to add an additional play to your classroom playbook or toolbox. If you want to further collaborate about this strategy or PBIS in general, feel free to use the following as resources.
Read the bulleted items on the slide.