What consequences are used in PBIS for students who don behave?
The first consequence of minor misbehavior is to re-teach the desired behavior to ensure the student knows what is expected. Further consequences are dependent on the child’s age and the nature of the misbehavior. A central tenet of PBIS is that continued misbehavior by children generally serves some purpose or function for them, and a “standard” consequence may be unwittingly rewarding that behavior. For instance, if a student misbehaves in the classroom during time for independent math work and the consequence is to be sent out into the hall, the student gets what he or she wanted in the first place – to avoid math work. Particular emphasis is placed on understanding the function of behavior – what is the student trying to get or avoid – and then establishing a consequence that brings the student closer to the behavior that is expected.
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