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

2018 Texas Behavior Support State (TBS) Conference June 26-28, 2018

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 multi-tier model of support, including school-wide implementation. 
Administrator Preconference: 6/26/2018
Conference: 6/27/18 and 6/28/18

Highlights from the 2017 Texas Behavior Support (TBS) State Conference

The 13th Annual Texas Behavior Support State Conference was held at Region 4 on June 28–30, 2017. 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, 280 campus and district administrators, including assistant superintendents, attended the TBS Administrator Preconference. More than 1060 participants, including educators from across the state attended the general conference.  This was the first year that selected sessions from the TBS conference were presented via Livestream to participating Education Service Centers (ESCs) across the state.  Fourteen of the twenty ESCs participated, with a total of 405 participants attending via Livestream.  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 Dots for Motivation.

Dots of Motivation
Purpose:  Encouraging students who ae very unmotivated

Use:  Motivating the chronic sleeper or chronic work-avoider

Good reinforcement systems build on what students want, but some students want to do nothing  Dots for Motivation, developed by Drs. Ginger Gates and William Jenson (Jenson, Rhode, & Reavis, 2009) can help those students. When the student is on task, he or she earns a dot (sticker). The next time the student has diffiuclty with a homework problem, a dot may be placed next to the problem and it will not be coutned toward the student's grade. 



Tony is a challenging student. Mr. Hughes, who teaches algebra, is trying everything to get Tony to work. Nothing seems to motivate him.  Many times, Tony sleeps in class or just puts his head down and doesn't pay attention.  Mr. Hughes thinks Tony can do the work but simply does not have the motivation.


Mr. Hughes decides to use Dots for Motivation. Mr. Hughes instructs Tony to sit up straight in his desk, and when Tony complies, he is given a dot.  Mr. Hughes hands Tony his independent work for the period and instructs Tony to complete number one.  Once Tony does so, Mr. Hughes gives him another dot.  Tony finally asks, "What are these dots for?"


Mr. Hughes replies, "When I see you are on task and completing your work, I will give you a dot.  When you get stuck on a problem or see one that may give you particular trouble, you can put a dot next to it. That problem will not count against you."


After a few weeks, Tony is earning several dots during each class, so Mr. Hughes starts to cut the dots in half and then in quarters. 





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

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.