Which statement about PBIS is true?

Which statement about PBIS is true?

• A. PBIS reduces the need for rewarding positive student behavior.
• B. PBIS should be introduced after students demonstrate significant behavior difficulties.
• C. PBIS has a universal set of strategies that should be taught in a prescribed sequence.
• D. PBIS uses the premise that expected behaviors should be explicitly taught.

Answer: (D)

PBIS is about teaching and reinforcing the behaviors you want students to show across the whole school, in every setting, through clear, explicit instruction. The statement that expected behaviors should be explicitly taught is the best fit because PBIS treats behavior like academic skills: teachers define what is expected, model it, provide guided practice, give feedback, and reinforce the correct behavior. When students know exactly what is expected and see consistent signals and supports, they’re more likely to choose those behaviors and sustain them over time. This explicit teaching lays the foundation for a predictable, positive school climate. The other options don’t fit as well. PBIS isn’t about reducing the need for rewards; reinforcement is a central part of the system to encourage and maintain positive behavior. It isn’t something introduced only after significant behavior problems; it’s a proactive, universal framework implemented school-wide to prevent issues. And while PBIS uses universal supports, there isn’t a single universal set of strategies that must be followed in one prescribed sequence across all settings; schools adapt the practices within a multi-tiered framework to fit their needs.

PBIS is about teaching and reinforcing the behaviors you want students to show across the whole school, in every setting, through clear, explicit instruction. The statement that expected behaviors should be explicitly taught is the best fit because PBIS treats behavior like academic skills: teachers define what is expected, model it, provide guided practice, give feedback, and reinforce the correct behavior. When students know exactly what is expected and see consistent signals and supports, they’re more likely to choose those behaviors and sustain them over time. This explicit teaching lays the foundation for a predictable, positive school climate.

The other options don’t fit as well. PBIS isn’t about reducing the need for rewards; reinforcement is a central part of the system to encourage and maintain positive behavior. It isn’t something introduced only after significant behavior problems; it’s a proactive, universal framework implemented school-wide to prevent issues. And while PBIS uses universal supports, there isn’t a single universal set of strategies that must be followed in one prescribed sequence across all settings; schools adapt the practices within a multi-tiered framework to fit their needs.