Which strategy in PBIS involves a written agreement between students, teachers, and parents?

Which strategy in PBIS involves a written agreement between students, teachers, and parents?

• A. Home/school plan
• B. Written contract
• C. Corrective assignment restitution
• D. In-class time out

Answer: (B)

A written contract is a formalized strategy in Positive Behavioral Interventions and Supports (PBIS) that involves collaboration among students, teachers, and parents. This written agreement clearly outlines the expectations for behavior and the responsibilities of each party. It serves as a means of accountability, ensuring that everyone involved understands their roles in supporting positive behavior changes. The contract typically includes specific goals, the behaviors that are being addressed, and the rewards or consequences associated with meeting or failing to meet those goals. This mutual agreement fosters a sense of commitment and helps to facilitate communication between home and school, enhancing the support system for the student. By contrast, other options may not involve the same level of collaboration or written commitment. For instance, a home/school plan typically refers to broader strategies for support that may not necessarily be a written contract. Corrective assignment restitution involves tasks assigned to address misbehavior rather than setting formal agreements, and in-class time out is a disciplinary strategy focused on immediate behavior management rather than a collaborative agreement. Therefore, the concept of a written contract aligns directly with the need for a documented, mutual understanding between the student, parents, and teachers within the PBIS framework.

A written contract is a formalized strategy in Positive Behavioral Interventions and Supports (PBIS) that involves collaboration among students, teachers, and parents. This written agreement clearly outlines the expectations for behavior and the responsibilities of each party. It serves as a means of accountability, ensuring that everyone involved understands their roles in supporting positive behavior changes.

The contract typically includes specific goals, the behaviors that are being addressed, and the rewards or consequences associated with meeting or failing to meet those goals. This mutual agreement fosters a sense of commitment and helps to facilitate communication between home and school, enhancing the support system for the student.

By contrast, other options may not involve the same level of collaboration or written commitment. For instance, a home/school plan typically refers to broader strategies for support that may not necessarily be a written contract. Corrective assignment restitution involves tasks assigned to address misbehavior rather than setting formal agreements, and in-class time out is a disciplinary strategy focused on immediate behavior management rather than a collaborative agreement. Therefore, the concept of a written contract aligns directly with the need for a documented, mutual understanding between the student, parents, and teachers within the PBIS framework.