When we talk about PBIS, we’re really talking about values like dignity, respect, inclusion, and equity. But some critics argue that PBIS isn’t as inclusive, equitable, or trauma-informed as it claims to be, largely because of its roots in Applied Behaviour Analysis (ABA).
A common criticism is that PBIS tries to control student behaviour with rewards and punishments. Some also feel that focusing too much on the function of behaviour can be limiting, ignoring individual circumstances and differences.
Before diving into these concerns, let’s break down what’s really meant by ‘rewards’ and ‘punishment.’
Rewards vs. Reinforcement
Rewards are often thought of as tangible items given to students for showing certain behaviours (e.g., “Here’s a token for putting your hand up.”). But rewards don’t always reinforce behaviour. If a student finds getting the token embarrassing, they might actually stop raising their hand. Reinforcement, on the other hand, is about what happens as a result of the reward. If the student continues raising their hand when given tokens, then it’s reinforcing.
There’s also a difference between offering a reward as a bribe (“If you do your homework I’ll give you $5.”) and providing reinforcement contingent on behaviour (“I’m proud of you for doing your homework every day this week”). Reinforcement isn’t just about tokens - it can include praise, privileges, or even removing something unpleasant (negative reinforcement).
What about punishment?
When people think of punishment, they often picture harsh consequences meant to discourage bad behaviour - like detention for not doing homework. In extreme cases, punishment is linked to exclusionary practices like sending students out of class or suspending them from school.
But PBIS doesn’t rely on punishment to manage student behaviour. Instead, it focuses on teaching and reinforcing positive behaviours. When consequences are used, they’re not about punishment for punishment’s sake – they’re logical, inclusive, and restorative. More importantly, they take into account why the behaviour happened in the first place.
The functional approach
At its core, PBIS sees behaviour as something that can be shaped by the environment. At Tier 1, this means designing school settings that encourage positive behaviour, preventing issues before they arise, and teaching students what’s expected of them.
For students who need more support beyond Tier 1, PBIS uses a strength-based and person-centred approach using Functional Behaviour Assessment (FBA). This helps schools understand the “why” behind a student’s behaviour so they can develop interventions that are culturally responsive and aligned with the student’s needs. Instead of just reacting to unwanted behaviour, the goal is to adjust the environment and teach new skills that help students get their needs met in more positive ways.
At the end of the day, PBIS isn’t about controlling students - it’s about creating a school culture where all students feel supported, understood, and empowered to succeed.