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How to implement the Positive Behavior Interventions & Supports (PBIS) in elementary schools

How to implement the Positive Behavior Interventions & Supports (PBIS) in elementary schools

Read our elaborate introduction to the PBIS features in elementary schools, which was published in the November issue of the professional educational magazine School Management. 

In the article we, among other things, explain that in order to effectively and sustainably support students at all three levels of prevention – primary, secondary and tertiary – the school cannot implement only the recommended principles and interventions, but also need to create an effective structure for implementing the whole system. This will allow appropriate use of staff capacity, motivate further progress and support monitoring success of the PBIS implementation in relation to the specific objectives of the school. 

In the article, in addition to basic information about the PBIS system, you will learn what stages the school will go through during its implementation process and which components of the system need to be built and coordinated for effective implementation. 

You can read the whole article here.

PBIS: Effective prevention of problem behavior

PBIS: Effective prevention of problem behavior

Recordings from the BeIN online conference

On October 26th, we presented the principles of Positive Behavior Interventions & Supports (PBIS) at the online conference of the project Barriers in Inclusion and their overcoming. This link ( contains all recordings from the online conference, in addition to PBIS, you will also find contributions concerning Applied Behavioral Analysis (ABA) and the concept of Feuersteun’s instrumental enrichment (FIE) in the block 2.

In the 25-minute video on PBIS, we present the individual levels of support for pupils’ behavior. These include preventive school-wide support for all students, targeted support for groups of students with manifestations of inappropriate behavior and individual support for students with intense behavioral manifestations and / or complex needs. At the end of the video, we also answer questions from participants.

The presentation we created for the BeIN conference can be found here.

Recording of the 1st online meeting for school counsellors and special educators

Recording of the 1st online meeting for school counsellors and special educators

These days, each of us needs support. Especially those who are supporting others. We have therefore organized the first online meeting for employees of school counseling centers on Wednesday 18. 11. 2020. There was a great demand for the meeting and over 160 school counselors, principals, and teachers from all over the country had attended virtually. We have focused on supporting children with SEN during the pandemic, supporting the mental health of children and teachers, and children’s behavior support in the online environment. The children’s behavior support presentation describes some important principles and procedures of PBIS. 

You can find the video here

Providing support for children with SEN during distance education (PDF) 

Promoting self-regulation and mental health (PDF) 

Supporting children’s behavior in the online environment (PDF) 


The discussion brought many inspiring observations of the participants. We publish some of them: 

Most important is the relationship between teacher and educational assistant (for children with SEN), if it does not work well in regular environmentit is then perhaps even more difficult in distance learning. We use assistants largely, for example for tutoring children. “ 

“I am very happy that we have assistants – they work individually, pay attention to the pupils needs, they also support those who do not have official recommendations from the counseling center, but they can also support those who need it – but we are still learning and looking for the best ways…” 

“I involved ed. assistants in the lessons and it’s great. The problem was mostly with the teachers, who didn’t cooperate. But it is already clearly proven, an assistant can contact the family, come to online classes, and can then work with the student individually. It is not only up to the teacher, who at this time is very busy communicating with parents and students, providing formative assessment etc. “ 

Relevant questions were raised in person and in the chat, and most of them were answered directly during the meeting and complemented by interesting experiences of the participants from their practice. 

We wrote for journal Školní poradenství v praxi about the PBIS system

We wrote for journal Školní poradenství v praxi about the PBIS system

We have prepared a detailed article on the Positive Behavioral Interventions and Supports (PBIS) system, for a professional magazine for employees of school counseling centers. ČOSIV is currently piloting PBIS in three Czech schools. 

In this article, we describe in detail the first of three tiers of interventions used in the PBIS system: 

Tier 1 (main content of the article) – preventive support with a set of recommended procedures and steps for all pupils and employees in the school 

 Tier 2 – more intensive support in small groups and shorter time intervals, aimed on 10  20% of students 

 Tier 3 – individualized intensive intervention for pupils with severe behavioral problems, aimed on 1  5% students 

 In the article are described also other measures that are used in PBIS. For example, how to organize the classroom environment, what routines to implement in schools, and how to define expected school behavior for students. 

You can read the whole article here.

Once we meet at school Again

Once we meet at school Again

Document Once We Meet at School Again – The Crisis Plan (PDF) is intended to guide Kindergartens, Primary and Secondary Schools during the periods of children returning back to schools after isolation, currently after the Covid-19 pandemic isolation. The document was created in collaboration with Bambíno Nursery and Square Primary School, supported by Vigvam Counseling, under the auspices of the Professional Community for the Prevention of Risk Behavior, OSPRCH, z.s., the Czech Society for Inclusive Education ČOSIV, z.s., the Czech Montessori Association, the Association of Small Innovative Schools and the Fair School.

“The intention was to create material that will support teachers in responding to the possible low spirits of children and students on their return to schools. It is important to advise teachers when to expect negative changes in behavior and feelings of children and their own during next school year and help them to respond adequately and attempt to prevent such changes where possible. The document describes common chronological sequence of changes in feelings and behavior based on our experiences from crisis work. If teachers take these variables into account in advance and prepare an explicit plan for what to do and not to do, it can contribute to increasing the feeling of security and faster adaptation to the situation. The document contains significant time periods with a description of their characteristics, emphasizing what to focus on when working with the class, and suggestions for possible activities for these periods. The specifics of the school year and the passage of time with regard to the holidays are also taken into account. The suggestions for activities in the document are broken down by individual age groups. Each age group to which the document relates has its own important “theme” in development, which comes to the fore with the closure of schools more than in other groups. Kindergarten children cannot be assumed to have been in virtual contact with each other or with adults, which may result in their return being a completely new adaptation. For primary and secondary school pupils, it can be assumed that mutual contact in the virtual world could have provided them with even narrower and closer form of contact compared to regular contact in schools. At the same time, the burden associated with school results, with regard to school graduation, entering exams, etc., appears significantly in the second mentioned groups.

The document contains both theoretical and practical information. It was created so that its parts were suitable for printing, adding written notes and for its practical use. It was not our goal to create an academic or study material. “