Building capacity in Texas schools for the provision of Positive Behavioral Interventions and Supports (PBIS) to all students

2017 Texas Behavior Support State (TBS) Conference June 27-29, 2017

Join educators from across the state for the 2016 Texas Behavior Support State Conference. This event is held annually to address prevention and intervention strategies at all levels of the PBIS multitier model of support, including school-wide implementation. 
Administrator Preconference: 6/27/17
Conference: 6/28/17 and 6/29/17

Highlights from the 2016 Texas Behavior Support State Conference

The 12th Annual Texas Behavior Support State Conference was held at Region 4 on June 28–30, 2016. Presentations from national, regional, and local experts in the field were featured, as were presentations from campuses across the state that have demonstrated successful implementation of PBIS strategies. This year, 266 campus and district administrators, including assistant superintendents, attended the TBS Administrator Preconference. More than 1100 participants, including educators from across the state  attended the general conference.  Visit the conference website to obtain conference handouts.



PBIS Tool Highlights

Every month, we will highlight a research-based intervention strategy. This month’s intervention strategy is the use of a Mystery Motivator.

Mystery Motivator
Purpose:  Reinforcing students at random intervals

Use:  Providing delayed reinforcement at a random interval to an entire class, individual students, or groups of students.

The mystery motivator is a reinforcement method developed by Dr. William Jenson, the creator of The Tough Kid Tool Box (Jenson, Rhode, & Reavis, 2009). It has two components, the motivator itself and a montly or weekly chart on which the teacher has randomly marked days with a small x.  The days are covered with a sticker, piece of masking tape, or similar covering that will hide the small x.  Reinforcers (Jenson, Rhode, & Reavis, 2009) are placed in envelopes or other sealed enclosures. A plan is developed that clearly delineates how a student will earn reinforcement for that day.  If the student is successful, he or she will then remove the sticker from the chart, and if there is an x underneath, the student will choose an envelope and receive the reinforcer it contains.



Mrs. Hill teaches in a self-contained classroom for students with behavior disorders.  One of her students, Caleb, is tardy to her class quite often.  Caleb drives himself to school and is responsible for getting himself ready in the morning because his mother leaves much earlier than he. Mrs. Hill has taken data and found that Caleb, on average, is tardy to school 3 days a week. She sets a mutually agreed upon time to discuss Caleb's tardiness.


Prior to meeting, Mrs. Hill has taken a montly calendar and placed x's randomly on the calendar. She then took file folder dots and covered each day.


During the meeting, Mrs. Hill discusses the consequences of arriving to school late, but she also discusses how she can help Caleb with his chronic lateness.  Mrs. Hill informs Caleb that she has five envelopes with a mystery motivator in each envelope.  Each day that Caleb is on time to his class, he will be able to take the dot off for that day. If the dot has an x underneath it, Caleb will get to choose an envelope and receive the mystery motivator it contains.


Caleb agrees and they set another meeting in 2 weeks to check the progress of Caleb's on-time behavior.  








In the past, some of the materials authored by Region 4/Texas Behavior Support contained the abbreviation PBS to refer to Positive Behavioral Support. This use is in no way related to, endorsed by, or supported by the Public Broadcasting Service. To avoid confusion, Region 4/Texas Behavior Support has begun using the abbreviation PBIS for Positive Behavioral Interventions and Supports. The PBS used in past materials and the currently used PBIS may be read interchangeably and without any alteration in meaning.

News & Events

Texas Equity Summit

December 8, 2016 - December 9, 2016


The Equity Summit, sponsored by the Texas Behavior Support (TBS) Network, will address critical issues related to school discipline, disproportionality, school climate, and PBIS.  Join local and national experts as we discuss state and national data, explore alternatives to exclusionary discipline practices, and identify strategies that will improve the eduational and behavioral outcomes for all students. 

Coming Soon To An ESC Near You!

Integrating Positive and Restorative Approaches to Supporting Student Behavior:

This training will provide an overview of common restorative discipline practices.  Strategies for embedding restorative practices into a multi-tiered system of positive behavior supports will be shared, and considerations for evaluation and roll-out will be discussed. 

For additional information, please contact your ESC. 


Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers

This recently released technical assistance document from the U.S. Office of Special Education Programs (OSEP) outlines evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers.


Texas Education Code §28.002

Texas Education Code §28.002 prohibits the adoption and/or use of the Common Core Standards at the state, regional, or local level as a means of complying with essential knowledge and skills and other similar requirements under Chapter 28 of the Texas Education Code (“TEC”).  Independent Contractor agrees that in performing its duties under this Agreement, only standards adopted by the Texas State Board of Education will be used to comply with essential knowledge and skills and other similar requirements under Chapter 28 of the TEC. Independent Contractor agrees to refrain from referencing or using material aligned with the Common Core Standards during the activities of this contract.