Positive Behavioral Interventions and Supports and Connecticut’s SRBI or RtI use the same framework for developing and implementing a coordinated, comprehensive, and high quality system of education for all students.
“Positive Behavioral Interventions and Supports (PBIS) is a process that is consistent with the core principles of RtI. Similar to RtI, 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 RtI 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 characteristics of these approaches as a basis for highlighting how best to meet the needs of children experiencing academic and social difficulties in school.” (from PBIS Newsletter Vol 4, Issue 2)
Both SRBI and PBIS are prevention-oriented systems of school functioning and resource allocation. Positive Behavioral Interventions and Supports and SRBI share defining characteristics that include: implementation with fidelity; a continuum of evidence-based practices; student performance as a measurement of success; continuous progress monitoring; data-based decision making and problem solving; and universal screening.
Positive Behavioral Interventions and Supports within an SRBI framework provides guidance for implementation of evidence-based practices along a continuum of Interventions and Supports for behavioral and social development. For more information about SRBI, please download Using Scientifically Research-Based Interventions: Improving Education for All Students: Connecticut’s Framework for RTI or the Executive Summary.
Download the Connecticut RtI Executive Summary (PDF)