PBIS - Positive Behavior Instruction & Supports

We've never met a stumble we couldn't learn from

Safe and Valued

Our classroom is a place where every student belongs, every effort counts, and every stumble is part of the process. We believe that learning to manage behavior — just like learning to read or count — takes practice, patience, and the right support. Our approach is grounded in PBIS: Positive Behavioral Interventions and Supports, and backed by decades of research on what actually works for students with diverse and complex needs.

What is PBIS? Positive Behavioral Interventions and Supports is a research-based framework used schoolwide at Montgomery. Rather than focusing on punishment, PBIS focuses on teaching, practicing, and reinforcing the behaviors we want to see — so students know exactly what is expected and are celebrated when they meet those expectations.

Everything we do is evidence-based. The strategies used in our classroom are not guesswork — they are drawn from peer-reviewed research and are recognized by the field of special education as effective practices for students with extensive support needs. That means every tool, every routine, and every support structure has been studied, tested, and proven to make a meaningful difference for learners like yours.

How we build great behavior

Front-loading and role-play

Before students enter any new situation — a mainstream class, a school event, a transition — we practice it first. We talk through what to expect, act it out, and rehearse both expected and unexpected responses. Students are never thrown into something cold. Preparation is a form of support.

Explicit, clear expectations — taught, not assumed

Expectations are directly taught using modeling, practice, and feedback — not just posted on a wall and hoped for. We break down exactly what expected behavior looks, sounds, and feels like in each setting: the classroom, the hallway, PE, the cafeteria. When students know precisely what is expected of them, they are far more likely to meet those expectations — and far less likely to act out from confusion or anxiety.

Mistakes are not just ok — they are expected and welcomed

Every student in this program is learning. Learning is messy. Making a mistake is not a problem — it is information. What matters is not that a student got it wrong, but how they respond: Can they pause? Can they try again? Can they ask for help? Those recovery skills are what we teach, celebrate, and build on. We never shame a student for struggling. We come alongside them and figure it out together.

Applied behavior analysis — the science behind our approach

ABA — Applied Behavior Analysis

Applied Behavior Analysis is the scientific study of behavior and learning. It is one of the most thoroughly researched approaches in special education, with decades of evidence supporting its use with individuals with autism, developmental disabilities, and complex learning needs. In plain terms: ABA helps us understand why a behavior is happening, what is reinforcing it, and how to systematically teach a better alternative.

In our classroom, ABA principles show up every day — not as a clinical intervention, but woven into how we teach, respond, and support. We use structured prompting to guide students through new skills, then gradually fade that support as independence grows. We identify what motivates each individual student and use those motivators intentionally to reinforce effort and success. We collect data on skills and behaviors so we can make informed decisions — not guesses — about what each student needs next. And when a challenging behavior occurs, we analyze what happened before and after to understand the function, then address it at the root rather than just reacting to the surface.

Why visual supports matter

Many of our students process visual information more reliably than spoken language alone. Visual supports make abstract expectations concrete — they show students what is coming, what is expected, and what they are working toward, without relying solely on verbal instruction that may be misheard, forgotten, or misunderstood. Visuals reduce anxiety, increase predictability, and support independence by giving students tools they can reference on their own.

Individual schedules

Each student has a personalized visual schedule showing the sequence of their day. Knowing what comes next — and what comes after that — dramatically reduces transition anxiety and the behaviors that come with it.

First-then boards

A simple but powerful tool: "First we do this, then you get that." First-then boards make the connection between a non-preferred task and a preferred reward immediate and visual — building motivation and reducing resistance.

Star charts

Students earn stars for meeting behavioral expectations. Watching the chart fill up is motivating and tangible — students can see their progress in real time and understand exactly what they are working toward.

Token economies

A token economy is a structured reward system where students earn tokens for positive behavior and exchange them for a chosen reward. It teaches delayed gratification, goal-setting, and the real-world concept that effort leads to reward — all through a concrete, visual system.

The reward system... cause we all need one!

Individual rewards

Students earn points through their star chart and ClassDojo for meeting expectations. Points work toward individual rewards that are personally meaningful — because motivation is not one-size-fits-all.

Group rewards

When the whole class reaches a shared point goal, everyone celebrates together — think movie and popcorn. This builds community, teaches students to cheer each other on, and makes success a team experience.

Behavior is communication.

When a student is struggling behaviorally, we ask why before we respond with consequences. Behavior tells us something — about sensory needs, anxiety, confusion, fatigue, or an unmet need. Students are given many opportunities and layered supports before any consequence is applied. Our goal is always to understand first and correct second.

The same philosophy applies to academics

Instruction in every center is differentiated by skill level. Students work at their own level and advance only when they demonstrate mastery — not when the calendar says it is time. There is no falling behind here, because there is no single pace to keep up with. Progress is personal, every step forward is celebrated, and mistakes during learning are a normal, expected part of how skills get built.

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