The Virginia Department of Education is committed to providing all students the best possible education, in collaboration with the Training and Technical Assistance Center at Old Dominion University, we have developed a series of modules that relate to 25 strategies of proven effectiveness.
Positive Behavioral Interventions and Supports (PBIS) of Virginia is a Commonwealth of Virginia initiative to support positive academic and behavioral outcomes for all students. This web site is a collection of resources, tools, training opportunities and similar guides for educators and school administrators.
We work closely with public school teachers and administrators throughout Virginia to help them learn about and implement discipline approaches that reduce disruptive behavior in the classroom.
The program is based on extensive research and utilizes a preventative and proactive approach to discipline that reduces the amount of time spent dealing with office referrals, thereby increasing time spent teaching and learning. PBIS ultimately impacts the very culture of the school to shift attention to positive behavior and successful learning systems for children, teachers and administrators.
- For more information, visit Positive Behavioral Interventions and Supports of Virginia Website.
E-News You Can Use for Positive Behavioral Interventions and Supports
Research has shown that students with emotional disabilities consistently perform below their non-disabled peers and, if interventions are not implemented in a timely manner, their academic performance will continue to worsen over time. However, until the past few years, strategies and interventions to improve the academic progress of students with emotional disabilities have largely focused on the student’s emotional and behavioral deficiencies to the exclusion of instructional interventions. Up until recently, most accepted behavior management practices focused on the systematic application of consequences immediately following the behavior as opposed to the behavioral antecedents or environmental influences (Yell et al., 2009).
For more information about implementing these positive academic supports, click on one of the following links: