Why Normal PBIS is Not Enough for Trauma-Affected Students

A Positive Behavior Interventions and Supports (PBIS) approach employs multi-tiered systems to help all students develop school-ready behaviors. Even so, the research shows that the basic PBIS approach to behavior is not enough for trauma-affected youth. Read on to find out what these students need instead. 

Before explaining why PBIS is not enough, let's talk about what it means in the first place. 

3 Tiers
PBIS is a 3-tiered structure. 

Tier 1 PBIS:
Tier one interventions support all students in a school. For PBIS, Tier one interventions teach student what the basic school expectations are and what they look like. Expectations are usually a simple list of 3-4 things stated in the positive. For example: Be Respectful, Be Responsible, Be On Task. 

In addition to teaching the basic school expectations, Tier one interventions involve a positive reinforcement system. It is used with all students in the school and is usually a currency system. Students can earn tickets or tokens for exemplifying the basic school expectations. Not only should they receive a physical object, but the adult initiating the reward should also include a significant verbal reinforcement. 

Tier 2 PBIS: 
After Tier one, Tier two interventions target students who need a little more support. Beyond teaching and rewarding basic expectations, Tier two includes a treatment team and behavior plan. Students work with adults in the team to identify problem behaviors and have check-ins throughout the day. Check-ins should help students process incidents and get some extra positive reinforcement when appropriate. At check-ins, they work to track their behavior throughout the day. 

Tier 3 PBIS: 
Tier three is focused on the fewest number of students. It is more therapeutic in nature. As such, students might check in with a therapist as well as with teachers and aides throughout the day. It is in addition to Tier two and Tier one supports. 

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The Trauma-Informed Approach: 
When students' behavior problems are directly related to traumatic experiences, PBIS isn't quite enough. Instead, trauma-affected students need a more nuanced approach. The trauma-informed approach is grounded in building relationships with key adults. Schools that are successfully implementing trauma-informed approaches operate on a three-tiered system, just like PBIS. Here's how they differ. 

Trauma-Informed Tier 1:
Trauma-informed Tier one starts at the classroom level, implementing trauma-informed disciplinary and instructional practices. Because of this, all teachers in a trauma-informed system receive training in trauma-informed approaches and implement them with all students. This approach to discipline requires a paradigm shift grounded in teachers' new understanding of how trauma impacts the brain and body. It includes a move away from exclusionary discipline practices like detention, suspension, and expulsion and moves toward a relationship-based method for supporting students in developing self-regulation and replacement behaviors. 

Trauma-Informed Tier 2: 
As with traditional PBIS, trauma-informed Tier two students receive more attention. It is based in our understanding of trauma. 

Trauma-Informed Tier 3:
Lastly, trauma-informed Tier three students receive trauma-specific clinical treatment. Therapeutic approaches that are trauma-informed are different from other behavior management counseling approaches. 

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Why PBIS is Not Enough: Highlighting Differences:

• Trauma-informed multi-tiered systems train all teachers on the biological and physiological impacts of trauma. Specifically, they learn how trauma affects brain development. Furthermore, they learn how trauma impacts someone's academic achievement. 
• Next, the trauma-informed system provides teachers with guidance on helping students develop self-regulation. 
• Teachers learn the importance of relationships and gain skills for developing relationships with students. 
• Clinicians in a trauma-informed system work with teachers to support students in developing replacement behaviors. These replace inappropriate or maladaptive social and emotional responses. 
• Tier three students receive therapy based in trauma-informed practices. 

Conclusion:
Trauma-informed systems attend to relationship-based approaches, help students develop replacement behaviors and self-control, and provide trauma-informed therapy. The trauma-informed approach can actually help students rewire their brains. Of course, PBIS is fine for many students. However, it lacks the necessary trauma-informed support and tools for students who have experienced trauma. 

Check out the video that inspired this post! 
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