10 Positive Behavior Support Interventions

When schools create a healthy, structured learning environment, students and teachers flourish. However, managing classroom behavior is becoming an increasingly serious challenge, with disruptions more frequent and harder to address.

To foster a more supportive and structured classroom environment, many schools turn to evidence-based approaches like Positive Behavioral Interventions and Supports (PBIS). PBIS is a framework used in schools to improve student outcomes—and school climate and culture—by fostering positive behavior. Read on to discover ten positive behavior interventions that educators can start using in their classrooms today.

What Is Positive Behavior Interventions and Support?

Positive Behavior Interventions and Supports (PBIS) is a multi-layered framework that teaches and reinforces appropriate behaviors by setting clear expectations, offering consistent feedback, and facilitating targeted support. It emphasizes proactively supporting positive behaviors. To ensure students receive the mentoring and encouragement they need, PBIS establishes three tiers of support:

Tier 1: Universal supports are created for all students to facilitate positive outcomes in academics, behavior, and life skills. Standardized interventions like visual aids and pre-corrective statements should be informed by a thorough assessment of the initial school climate to address any widespread behavioral challenges.
Tier 2: At the second level, schools develop targeted interventions for small groups or individual students who need additional support. Examples of tier 2 interventions include check-in/check-out (CICO) and social skills small groups.
Tier 3: Schools can provide more targeted interventions for students who need additional support. This may include one-on-one tutoring sessions, counseling through external resources, or tailored behavioral support plans. When PBIS is well-implemented, schools should expect to have very few students in need of tier 3 support.

Why Do Schools Need PBIS?

PBIS creates a safe, fair learning environment that supports each student, and helps them find success in school and beyond. By creating consistent expectations, the framework inspires trust between learners, teachers, and families. It also provides teachers with peace of mind by giving them the tools they need to address behavioral issues. More specifically, PBIS helps in the following areas:

Academic Performance: Well-behaved classrooms enable focused learning and higher student achievement levels. Decades of research show that PBIS implementation strongly correlates with better educational outcomes.
Teacher Retention: A strong PBIS framework supports teacher retention by fostering a positive school climate, reducing behavioral disruptions, and providing educators with consistent, proactive strategies to manage classrooms effectively.
School Safety: By promoting positive behavior, reducing disciplinary incidents, and creating a structured, supportive environment where students and staff feel secure, a strong PBIS can contribute to a positive school climate.
Resource Efficiency: A strong PBIS framework supports resource efficiency by reducing the need for reactive discipline, streamlining behavioral interventions, and maximizing staff time for instruction and student support.
Community Trust: Consistent behavior management helps build parent confidence in the school. When families understand and support the behavioral framework, they become active partners in their child’s development.

Top 10 Positive Behavior Interventions

These strategies were selected from Playbook, Panorama’s professional learning library that connects educators with hundreds of instructional resources and interventions across academics, behavior, and life skills.

1. Principal Lottery

About this strategy: The Principal Lottery intervention is a strategy that follows the response-cost lottery framework by using tokens or rewards for positive behavior that can result in random rewards from a status person, such as a principal or other administrator.

Preparation

Click here to access the implementation fidelity checklist (Google Doc | PDF).
Work with your school principal to develop a prize menu with incentives for students.
Select a small amount (1-3) of target behaviors that you wish to reduce and write concrete definitions for each one.
Decide on a time period that the raffle program will be in effect, or the monitoring period (e.g., 15 minutes during the beginning of math class each day).
Determine the amount of raffle tickets that the class will be awarded at the outset of each monitoring period. (It is recommended to start with 4-5 tickets and adjust from there.)
Create raffle tickets using pieces of colored paper. Label them with the names of your students.
Choose how frequently you will hold raffle-ticket drawings. (It is recommended to start with once-per-week drawings; however, you might want to hold prize drawings more frequently when you begin implementing the intervention.)

Instructions
1. Introduce this raffle to the class (or to specific students) by explaining the rules.

Share that they will each start each week with a set number of raffle tickets (with their name on them).
Each time one student engages in a disruptive behavior, a card will be removed from their desk. The students who still have tickets at the end of the week will be entered into a raffle for a prize.
Outline the timing parameters, including the monitoring period and when drawings will be held.
Share the target behaviors with clear definitions and examples.
Finally, unveil the special twist: that the prizes will be delivered by their principal! Share a few examples of potential prizes (e.g., lunch with the principal; phone call home).

2. Ask students to brainstorm a list of potential rewards or reinforcers that they would like to see on the prize menu. Share some of the ideas that their principal has included, too.

3. Start implementing the intervention after incorporating student ideas and answering any clarifying questions.

2. Red Light, Purple Light

About this strategy: Red Light, Purple Light (RLPL) is a classroom-based intervention consisting of music- and movement-based circle time designed to increase in cognitive complexity.

Preparation

Materials: colored paper, scissors
Click here to access the RLPL Implementation Fidelity Checklist (Google Doc | PDF)
Cut several circles (with different colors) to simulate traffic lights. You should have 5-6 colored circles available as options for the game.
Select a song to use as the greeting song and goodbye song (see below).

Implementation Components of RLPL

1. Greeting Song: Students are led in a welcome song with their teacher and encouraged to sing, clap to the beat of the song, and/or perform simple dance moves. This song is a consistent opening to RLPL that prompts students to prepare for the game.

2. Movement and Listening Games: Teachers outline instructions for students that pair specific actions with visual or oral cues. As the game progresses, the teacher can increase the complexity of the game by asking students to perform the action for the opposite cue and/or add additional instructions.

3. Goodbye Song: End the game with a consistent goodbye song, providing time for the class to come together and sing or dance to finish the session.

3. Class Pass

About this strategy: The Class Pass Intervention (CPI) is a research-based strategy that educators can use to support students’ positive behavior. This intervention is best for students who are capable of engaging in academic work in the classroom but often display avoidance behaviors (e.g., escape-motivated disruptive classroom behavior).

Preparation:

Click here to download the facilitator guide to this strategy. In advance of implementing the Class Pass intervention (CPI), consider the following:

How many class passes to issue. What is the maximum amount of class passes that can be issued to the student each day? Research indicates that three passes per day for elementary-aged students is sufficient to increase academic engagement. For secondary students, consider allocating three passes per class period.
Create your class passes. Click here to create a copy of our customizable class pass template.
Determine the length of the work break. When a student uses a Class Pass, that individual receives a short break from academic work. Research supports a 10-minute break period for elementary students and a five-minute break period for secondary students. It is also important to specify how long a student is expected to resume work after using a Class Pass. Research suggests that a “wait-time” between seven and 15 minutes is most effective.
Identify allowed break activities. The teacher and student should work collaboratively to co-create a list of activities that the student can engage in during work breaks. These activities should be reinforcing for the student, cause minimal distraction for peers, and be manageable within the time constraints of the break. It is also important to identify locations within the classroom where the student can engage in their break activities.
[Optional] Create a rewards menu. The teacher and student can co-create a list of positive reinforcers that the student can access by redeeming unused Class Passes.

Student Briefing:

When you are ready to implement the Class Pass intervention, first meet with the student to share more context about it. Brief them about this new system by describing the procedures, modeling appropriate examples of when (and how) to request a break, and providing the student with opportunities to practice and receive feedback.

During this introductory phase, focus on helping the student:

Recognize signs that a work-break is needed (e.g., when they are feeling bored, frustrated, tired, or confused) by monitoring their emotional state;
Identify the sequence for requesting a work-break, and;
Informing the student when work-breaks are not permitted (e.g., during exams).

Procedures:

When you are implementing the Class Pass Intervention, these are the typical daily steps:

1. Teacher issues the allotted Class Passes at the beginning of the day or class period.

2. Student requests Class Pass breaks when needed.

3. Student takes the timed work-break.

4. Student is credited with unused Class Passes and selects rewards from pre-determined menu of options.

4. Good Behavior Game

About this strategy: The Good Behavior Game (GBG) is a team-based classroom behavior management strategy that rewards students for displaying appropriate on-task behaviors during instructional times.

Preparation:

Timing: Decide when to schedule the game. It is recommended that GBG is put into effect during times when the entire class is expected to show appropriate academic behaviors (for example: blocks of time devoted to reading, math, or other content instruction).
Define Negative Behaviors: What are the negative behaviors that will result in “penalty points” (or negative points) when the game is in effect? Examples include: a student leaving their seat without permission, shouting, speaking out of turn, passing notes, or other disruptive behaviors.
Select a Point Cut-Off: What is the maximum number of points that all teams can earn (per day) in order to be eligible to win and earn a reward?
Determine Rewards for Winning Teams: Choose rewards that will motivate students to engage in the game. Consider using reinforcers that naturally fit into the context or the classroom and interests of students.
Click here to download the facilitator guide for this strategy.

Instructions:

1. Divide the class into two or three teams.

2. Introduce the game to the class. Share the schedule/instructional times during which the game will be played, the “penalty points” system, and the reward for winning teams.

Say: “We will be playing a game together during –––––. You will be split into (two or three) teams, and certain types of behavior will earn your team “penalty points.” All teams can win if they earn no more than 5 points per day. If both teams exceed five points, the team with the lowest total at the end of the day is the winner.”

3. Review several examples of acceptable and unacceptable behaviors. Model behaviors or ask for volunteers to model them.

4. During the times that GBG is in effect in the classroom, the teacher carries out their usual instructional practice. The only alteration is that the teacher is also noting and publicly recording any negative points incurred by either team. Teachers can choose to publicly announce when points have been recorded.

5. At the end of the day, tally the points and announce the winning team(s). When possible, be sure to tie praise for a team to specifically observed behaviors.

5. Check-In/Check-Out

About this strategy: Check-In/Check-Out (CICO) is a behavioral intervention that is designed to provide students with immediate feedback and promote positive behavior within a PBIS. Students check-in with a mentor each day and receive feedback on their behavioral goals. This helps gives students clear expectations and incentives as they work to reach their goals while also laying the foundation for a supportive relationship with a trusted adult.

Pre-Implementation Steps:

(1) Click here to access the facilitator guide.

(2) Click here to access the implementation fidelity checklist. Click here for the PDF version.

(3) Download customizable daily progress report templates.

Click here to access Google Doc templates.
Click here to access Google Sheet templates with built-in final score percentage formulas.

(4) Select 3-4 behaviors to focus on.

(5) Define and state the behaviors in a positive manner.

(6) Determine who will act as the student’s mentor. This is sometimes the classroom teacher or can be another educator in the school building (e.g., counselor, behavior specialist, non-instructional staff).

(7) Using one of the provided templates (or using your own daily progress report), list the defined target behaviors and provide space to rate the students’ behavior at the end of each class period or other specific evaluation period (e.g., beginning and end of day, end of day).

(8) Set a minimum number of points on the daily progress report that the student must meet in order to earn the selected reward.

(9) Meet with the student to:

Explain the intervention;
Review how to meet the expected behaviors;
Demonstrate how the daily progress report will be filled out, and;
Share how the student can earn rewards.

Note: If you have access to Interventions in Panorama, create a Check-in/Check-out intervention and select the Daily Progress Report monitoring method in order to easily track and visualize student progress over time.

Daily Procedures
(1) Morning Check-In

The student and mentor have a check-in each morning after arriving to school.
During this meeting the mentor reviews the behavioral goals, sets goals for the day, and provides encouragement to the student.

(2) Monitoring, Evaluation, and Feedback

Throughout the school day, the teacher observes the student's behaviors.
The teacher evaluates the student's behavior and completes the rating on the daily progress report at the specific pre-defined interval (e.g., end of each class, middle and end of day).

(3) Check-Out

At the end of the school day, the student meets with the same adult whom they began the day with.
Together, they assess the total amount of points on their progress report and discuss if the daily goals (and target behaviors) were reached.
If students meet their goals, the mentor provides verbal praise and/or specific reward. If the point goal was not met, the mentor offers supportive encouragement.

6. Say Show Check

About this strategy: Classroom expectations are presented to students using a three-step process to maximize their acquisition.

Preparation

Brainstorm a list of classroom rules and expectations focused on student behavior.
Determine a list of rewards for students.
Click here to access the implementation fidelity checklist (Google Doc | PDF).

Instructions
1. SAY

Present each behavior expectation (one at a time) to students, explaining why each is important for the class to adhere to. (For example: Our first rule is to come to class on-time and sit at our desks so we are prepared to start the lesson. It is important to be on-time so that you have the opportunity to learn as much as possible without distracting other classmates.)

Discuss examples and non-examples of each behavior. Students should understand (conceptually) what it would look like if they are adhering to each expectation.

2. SHOW

Demonstrate how to adhere to each expectation. You might consider asking for student volunteers to model them, too.

3. CHECK

Prompt students to observe the demonstrations and ask questions to clarify their understanding.
Ask students to see if they can find anything wrong with how you are modeling wanted behaviors. Intentionally model unwanted behaviors and ask students if they think you adhered to the corresponding classroom expectation.
If students volunteer to demonstrate appropriate behaviors, reward them for doing so. You might also reward the entire class for their work to determine appropriate rule following and inappropriate behaviors look like during your demonstrations.

7. "You-Me” Game

About this strategy: This antecedent modification strategy helps educators reinforce behaviors that they want to see in students.

Preparation

Materials: a chart with two columns, labeled You and Me
Identify a student (or a small group of students) who might benefit from this type of intervention.
Establish criteria for success (e.g., 10 you points and no more than 5 me points).

Instructions
1. Introduce the You-Me game to the student (or small group). Explain that throughout the day, they will be competing with you and can earn points by meeting behavior expectations.

2. Outline the rules:

Points will be awarded in the You column when they are seen meeting behavior expectations.
If the student needs to be reminded of an expectation, a point will be awarded to the teacher in the Me column.
Elaborate that extra points can be awarded to the student for exemplary behavior in small group activities.
Share that if the student(s) meet specific criteria (e.g., at least 10 you points and no more than 5 me points), they can earn a reward.

3. Model how points can be earned by holding a practice session. Peers can also model specific skills or behaviors.

4. Award points throughout the day or class period. When awarding points, teachers should explicitly state why they were earned.

For example: “I see that everyone is following along with their finger. That’s a point for each of you.”

8. Daily Behavior Report Card

About this strategy: The Daily Behavior Report Card (DBRC) is a method used to document and give feedback to students on their behavior. DBRC includes clear target behaviors, periodic judgment of the target behavior, a system of daily monitoring, and a communication component between school and home.

Preparation:

Decide on the main areas of improvement (e.g., turning in assignments, less disruptions during class, improve peer relationships) by reviewing the students current behavior and goals
- Operationally define the target behaviors
- Include specific criteria (e.g., fewer than 5 disruptions per class, completes all assignments within allotted time, calls out less than 2 times per class)
Establish the rewards/privileges the student will earn at school and/or at home if the goals of the DBRC are met
Determine the interval for reviewing the students’ behavior
Send report card home to parents daily or weekly

Create a behavior form/chart/report card that includes the above information.

Instructions:

1. Complete the preparation steps with the parents and students involved.

2. Explain the DBRC to the student.

3. Consistently use the DBRC at the predetermined intervals to rate and review the student’s behavior with the student.

4. Send home the DBRC on the predetermined interval and have parents sign and return the report.

5. Monitor and modify the program as needed.

9. Beat the Buzzer

About this strategy: This time-limitation technique provides students with a specific amount of time to complete a task, with access to a reward or recognition if they successfully complete the task before the allotted time elapses.

Preparation

Identify specific situations throughout the school day that induce problem behaviors or are challenging for a student to complete on-time. (For example: cleaning up their desk or a classroom space; completing a 'do now' activity, etc.).
Select something to use for a timer or buzzer (e.g., alarm on your phone, physical timer, etc.).
Determine a menu of rewards that students can earn.
Click here to access the implementation fidelity checklist (Google Doc | PDF).

Instructions
1. Introduce this intervention to a student by explaining that the two of you will be playing a game called: Beat the Buzzer to help them with specific times and situations during the school day.

2. Show the student the buzzer/timer that you are using and allow them to explore how it works.

3. Plan routines together around the specific situations you have identified. Talk about how you would both like those situations to improve.

Agree on a ready time (e.g., how long you will set the buzzer for/how long they will take to clean their space, settle in after recess, etc.).

4. Explain that if they are able to beat the buzzer in these situations, they will earn a prize from the reward menu.

5. Try out the game a few times with the student as a trial run and provide feedback before shifting and officially starting, with prizes eligible to be earned.

10. Response-Cost Raffle

About this strategy: This evidence-based intervention is designed to decrease the frequency of classroom-wide inappropriate behavior.

Preparation

Develop a prize menu with incentives for students.
Select a small amount (1-3) of target behaviors that you wish to reduce and write concrete definitions for each one.
Decide on a time period that the raffle program will be in effect, or the monitoring period (e.g., 15 minutes during the beginning of math class each day).
Determine the amount of raffle tickets that the class will be awarded at the outset of each monitoring period. (It is recommended to start with 4-5 tickets and adjust from there.)
Create raffle tickets using pieces of colored paper. Label them with the names of your students.
Choose how frequently you will hold raffle-ticket drawings. (It is recommended to start with once-per-week drawings; however, you might want to hold prize drawings more frequently when you begin implementing the intervention.)

Instructions
1. Introduce this raffle to students by explaining the rules.

Share that they will each start each week with a set number of raffle tickets (with their name on them).
Each time one student engages in a disruptive behavior, a card will be removed from their desk. The students who still have tickets at the end of the week will be entered into a raffle for a prize.
Outline the timing parameters, including the monitoring period and when drawings will be held.
Share the target behaviors with clear definitions and examples.

2. Ask students to brainstorm a list of potential rewards or reinforcers that they would like to see on the prize menu.

3. Start implementing the intervention after incorporating student ideas and answering any clarifying questions.

Promote Positive Student Behavior With Panorama’s Free Toolkit of Interventions

Tiered interventions form the foundation of a strong PBIS—but finding high-quality, evidence-based interventions can be challenging for educators and school teams.

That’s why we’ve developed this toolkit. Inside, you’ll find 20 evidence-based behavior interventions. Each guide provides detailed instructions, and many include fidelity checklists—so educators can feel confident in their implementation of each intervention.

Improve your school climate and keep your students on the path to success with Panorama’s 20 Evidence-Based Behavior Interventions.