Overview of Families and Positive Behavior Support

The link between families and positive behavioral interventions and supports is an important one. When families are meaningfully involved in educational activities their children do better in schools. Families play an important part in their child's education and social development. The presence of parents in schools not only provides additional academic supports but also creates community and cultural connections. In many schools, family participation in the school-wide positive behavior support process is growing. Family members are part of state, district, and school planning teams and participate in school-wide activities in a variety of ways. Family members participate in the assessment and problem solving process to create individualized positive behavior support plans for their children.

• How are families involved in positive behavior support?
• What are key characteristics of schools with high family involvement in school-wide PBS?
• How are families involved in individual PBS planning?

Example of Family Involvement in Positive Behavior Support

The NY State PBIS Initiative is guided by a Collaborative State Interagency Planning Team that includes leadership from:

• New York State Education Department
• New York State Office of Mental Health
• Families Together in New York State, Inc.

NY has developed regional School Focused Family Coordinator Positions with the goal of increasing and enhancing family involvement and support through school-wide PBS implementation. The NY state initiative has developed a set of concepts for training schools about family involvement in school-wide PBS. This example illustrates what is being done at the state level in New York to promote family involvement in school-wide positive behavior support.

Power Point Presentation for Families (pdf version coming soon.)

Planning Matrix

New York State 109.5
Positive Behavioral Interventions & Supports Initiative
Team Implementation Checklist (TIC)

Family Engagement Checklist from New Hampshire

How are families involved in positive behavior support?

Historically, family involvement has been seen as a key feature when developing tertiary (individual) positive behavior support plans for students with comprehensive needs. As the practice of Positive Behavior Support has evolved from an individually-based approach to a more school-wide emphasis, family involvement within all aspects of Primary, Secondary, and Tertiary Prevention has expanded. Family members participate in planning teams, learn how to teach their children the importance of school-wide expectations at home and in the community, and volunteer to participate in related school activities including school celebrations, public relations, and the search for donations and free resources in the community.

What are key characteristics of schools with high family involvement in school-wide PBS?

States, schools, and districts that have high levels of family involvement in the school-wide PBS process have made action plans for including families and communities in all aspects of the collaborative process. One of the most consistent predictors of parent involvement in school is the degree to which the school practices encourage and guides parent involvement. For instance, one school included a list of volunteer activities that parents sign up for each year. An activity at this school involved writing form letters to request free samples and resources from sports teams, celebrities, and other business so that these items could be used to reinforce students for positive social behavior throughout the school year. Parents with the highest volunteer hours are presented with recognition awards at school celebrations where school-wide PBS efforts are the major focus of the festivities. School practices that inform and involve parents are stronger determinants of parent involvement in education than parent education, family size, marital status or student grade level. Family events are scheduled to introduce the school-wide expectations, show progress on school-wide outcomes, and provide families with access to information about community resources. The following resource guide helps schools and families work together to incorporate positive behavioral supports into the IEP. Educator Resource Parent Resource

How are families involved in individual PBS planning?

Many families of students with disabilities have participated in individual positive behavior support planning. Parents’ participation as committee members and educational decision-makers in creating individualized education programs (IEPs) was established in 1975 by the Education for All Handicapped Children Act, now known as Individuals with Disabilities Education Act (IDEA). The IEPs of children with behavioral disabilities must include behavior goals, objectives, and intervention plans. Families of students without disabilities are now participating in individual PBS planning as well. In some schools, family members are asked to serve on the school planning team to provide input and assist in evaluating systems for supporting individual students. This article entitled "Getting Behavior in Shape at Home" assists parents in employing PBS into daily routines. "Getting Behavior in Shape at Home is also available in Spanish.