Moving Beyond PIBIS
- Renee Slater
- Apr 26
- 3 min read
Moving Beyond PBIS: The Educational Attention Gaps Concerning Neurodivergent Learners.
Positive Behavioral Interventions and Supports (PBIS) has been integrated into schools as a proactive system for improving student behavior and school culture. While PBIS has its benefits for students, it deeply lacks the specific supports that neurodivergent learners (like those who have autism, ADHD, or other cognitive differences) need because of its heavy reliance on behaviorist principles. In this post, I discuss the issues with PBIS for neurodivergent students and argue for more flexible and inclusive educational approaches.
Comprehending Obstacles and Opportunities of PBIS
At a basic level, PBIS is a multi-tiered system of support framework that relies on rewarding the presence of positive behaviors and the absence of negative ones. Like most reinforcement-based approaches, it works by feedback loops of rewards and conditioned behavior modification.
Nonetheless, critics suggest that PBIS might overlook the realities of neurodivergent students due to its focus on external incentives and uniform behavior patterns. For example, behaviors such as stimming and difficulties with eye contact that many autistic people identify as self-defeating may be deemed non-compliant within a PBIS framework. This disconnect can result in undue discipline and punishment (Eyles, 2022). (Problematic Behavioral Intervention Strategies: It’s not working for the child (Part 2) - Opening Doors to Safer and More Inclusive Schools https://endseclusion.org/2022/08/26/problematic-behavioral-intervention-strategies-its-not-working-for-the-child-part-2/?utm_source=chatgpt.com
Focusing on the Unmet Needs of Neurodivergent Learners
Compared to their neurodivergent counterparts, neurodivergent learners tend to show different patterns of information processing. PBIS and similar frameworks attempt to standardize behavior across the board, which may not capture these differences, compounding the stress and exclusion felt by neurodivergent learners.
Besides, applying PBIS to neurodivergent students without prior modification may lead to the unwarranted suppression of some behaviors that the students would naturally express, which is a form of coercive adaptation to a neurotypical framework (Kim & Venet, 2023).
Fostering Strategies for Neuroinclusivity In Instruction
In consideration of neurodivergent learners, policymakers and school systems should pay attention to the following suggestions:
1. Support Plans Tailored to the Student: More focus on accommodating each student's unique needs captures the essence of inclusiveness within the learning ecosystem.
2. Informing Teaching through Understanding Trauma: Knowing what trauma may arise out of enforced behavior engagement can lead to better caregiving in teaching (Kim & Venet, 2023).
3. Universal Design for Learning (UDL): The application of UDL practices will enable educators to provide flexible ways to meet the needs of all students, including those who are neurodivergent. ([Universal Design for Learning https://en.wikipedia.org/wiki/Universal_Design_for_Learning?utm_source=chatgpt.com
4. Development of UDL Strategies Using Neurodiversity: Training educators in neurodiversity will enable them to identify and support appropriate strategies for neurodiverse learners. (Supporting Neurodivergent Learners: A Call to Action for Educators & Policymakers - Neurodiversity Navigator) https://ndnavigator.com/supporting-neurodivergent-learners/?utm_source=chatgpt.com
Summary
Despite the achievements that accompany the implementation of PBIS in terms of student behavior change, there still seem to be gaps in catering to the needs of neurodivergent students. Shifting to individualized, all-inclusive, and less restrictive coping methods is more likely to help meet the various needs of students.
References
Eyles, S. (2022, August 21). Problematic Behavioral Intervention Strategies: Assumptions about behavior (Part 1). Opening Doors to Safer and More Inclusive Schools. https://endseclusion.org/2022/08/21/problematic-behavioral-intervention-strategies-assumptions-about-behavior-part-1/
Kim, R. M., & Venet, A. S. (2023). Unsnarling PBIS and Trauma-Informed Education. Urban Education. https://journals.sagepub.com/doi/10.1177/00420859231175670
Verywell Mind. (n.d.). Neurodiversity and What It Means to Be Neurodiverse. https://www.verywellmind.com/what-is-neurodiversity-5193463
*Note: This does not constitute professional educational guidance and serves solely as a general overview. Educators are recommended to reach out to specialists in special education and neurodiversity for other specific strategies and interventions.
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