Positive Behavioral Interventions and Support (PBIS) Certificate

The Positive Behavioral Interventions and Support (PBIS) graduate certificate is designed for teachers, para-educators, administrators, guidance counselors, psychologists and other school or community providers, and family members interested in increasing their understanding of the process of enhancing the emotional well being of students through systemic, positive, prevention-focused, and data-based decision making in schools. This program is fully online.

Program Requirements
  • The candidate must hold a baccalaureate degree in education or a related field.
  • The special education program coordinator must interview the candidate.
  • The candidate must complete a minimum of 12 credits from the PBIS course list. Courses will be determined according to the student’s needs and must be approved by the program coordinator.
  • The student must maintain a 3.0 grade point average or higher in the program.
Competencies
  • Knowledge and application of positive behavioral interventions and supports designed to enhance the emotional well-being of all students in schools.
  • Knowledge and application of universal, positive, and proactive school-wide approaches designed to enhance discipline practices and school climate, including:
    • developing skills in collaboration and consultation with colleagues and families;
    • developing and implementing school-wide expectations;
    • developing and implementing a behavior matrix of expectations across settings;
    • developing and implementing teaching scripts to address pro-social behaviors;
    • developing and implementing a school-wide reinforcement system;
    • determining office versus classroom referrals;
    • developing and implementing a database system for behavior;
    • evaluating the universal system using data-based decision making for improving practice.
  • Knowledge and application of targeted approaches aimed at addressing the behavior of students for whom universal interventions are insufficient, including:
    • developing skills in collaboration and consultation with colleagues and families;
    • developing and implementing a process for addressing the behavior of students who are not experiencing success with universal interventions;
    • completing functional behavioral assessments on targeted students;
    • completing behavior intervention plans based on functional behavioral assessments;
    • designing and implementing targeted group interventions aimed at reducing problem behavior and increasing pro-social behavior and academic achievement;
    • evaluating the targeted system using data-based decision making for improving practice.
  • Knowledge and application of intensive approaches aimed at addressing the behavior of students for whom targeted interventions are insufficient, including:
    • developing skills in collaboration and consultation with colleagues and families;
    • developing and implementing a process for addressing the behavior of students who are not experiencing success with universal and targeted interventions;
    • developing skills in wrap-around planning;
    • developing skills in interagency coordination;
    • evaluating the intensive system using data-based decision making for improving practice.

The PBIS courses are sequential and build upon one another; therefore, it is necessary to take the courses in the specified order.

Program of Study

  • PBIS Courses – 12 credits
  • 3
    This course provides an in-depth examination of Positive Behavioral Interventions and Support (PBIS) with emphasis on school-wide approaches designed to enhance school climate and the emotional well being of all students. Students will learn how to create and nurture a leadership team of stakeholders who are responsible for school wide implementation as well as evidence based strategies for improving behavior and academic achievement. Topics include developing school wide expectations, creating a behavior matrix, designing teaching scripts to address prosocial behaviors, creating a school wide reinforcement system, determining office versus classroom referrals, designing a data-based system for behavior, and evaluating the universal system using data based decision making and utilizing data for improving practice.
  • 3
    This course exposes students to comprehensive, multi-system approaches designed to enhance the emotional well being and reduce the problem behavior of students with intense and chronic needs including those identified as emotionally disturbed under the Individuals with Disabilities Act (IDEA). Using the PBIS approach to systems change, students will learn how to develop and implement, in collaboration with families and community partners, a process for addressing the behavior and functioning of students who are not experiencing success with universal and targeted interventions. Topics include wraparound planning for multiple life domains, interagency coordination, family involvement, community involvement, methods for changing behavior, affect and cognitions, and evaluating the intensive system using data based decision making.
  • 3
    This course addresses targeted methods designed to enhance the emotional well being and reduce the problem behavior of students who are at risk for school failure but who do not necessarily qualify for special education services. Using the positive behavioral interventions and support approach to systems change, students will learn how to create and nurture a problem solving team of professionals who are responsible for developing evidence based strategies for improving the behavior and academics of students for whom universal, school wide approaches have been insufficient. Topics include completing functional behavioral assessments of targeted students, creating behavior intervention plans based on functional behavioral assessment, designing and implementing targeted group interventions aimed at reducing problem behavior and increasing prosocial behavior and academic achievement of targeted students, and evaluating the targeted system data-based decision making for improving practice.
  • 3
    This course provides students with the collaboration and consultation skills necessary to enhance the emotional well being and reduce the problem behaviors of all students in schools, including those identified as emotionally disturbed under the Individuals with Disabilities Act (IDEA). Within the context of a positive behavioral interventions and support model, student will learn how to be a school based PBIS coach in order to support the systems of change process in their schools. Topics include the process of systems change, collaboration with families and community agencies, team development and building, data based decision making and nurturing the PBIS initiative.
  • Total for Positive Behavioral Interventions and Support Certificate – 12 credits

Students who are part of a school that is implementing PBIS can register and receive graduate credits for the work that they are doing at the school level.

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