This paper focuses on the Positive Behaviour Intervention Support and the Response to Intervention. Current systems emphasize on proactive approaches which aims at meeting the different needs of a student that could be educational, social, or psychological and in the process encourage good overall behaviours. SWPBIS acknowledges that the environment whether in school or at home affect students behaviours and thus emphasizes on developing and supporting effective, scalable, reasonable and efficient climate for every student. The intervention could be done in aspects relating to curricular streamlining, behavioural intrusion, as well as intervention on social aspects of students (Cavanaugh et al). The behaviours of students widely affect their performance. It is therefore important to cultivate positive behaviours through teaching to create a good learning environment. The systems implemented for behavioural change should be wide based such that they can be applicable even in non-classroom settings. The systems should aim at improving primary, secondary, and tertiary systems to improve all aspect of behaviours of varying children and youths whether social, personal, family, or health level. The systems should also aim at eliminating less effective behaviour and at the same time supports desired behaviours make them more functional (Cavanaugh et al). Response to Intervention (RTI) is an approach that focuses on providing eminent instructions, intervening on the needs of students as well as
scrutinizing the progress of students regularly to identify areas where the approach requires modification. Competent use of school assets is encouraged to support growth The RTI approach takes into account the effect the environment plays in determining the behaviours of students. Thus, it tends to involves identification of the difference in needs among students where intervention that is more vigorous is given to students who may be more vulnerable academically or even socially. The components of RTI are incessant application problem solving tactics, dependent on amalgamated problem solving facts and employment of multi-tiered model to facilitate behavioural change (New Mexico Public Education Department 11-14). Positive Behaviour Support (PBIS) makes use of problem solving model with the aim of teaching and reinforcing suitable behaviours thus eliminating the inappropriate behaviours in students. The PBS employs a number of steps to enhance behavioural change. The first step entail identification of the problem, the second step necessitates analysis of the problem to identify its cause and effects. After identifying the root of the problem, the third step involves coming or inventing the appropriate design to resolve the problem. The invented design is applied and the process enters the fourth and last stage of investigating if the intervention is yielding apposite results. The PBS intercession is cyclic, if the last step fails to work, you re-enter the first step and identify why the intervention is not working. Making appropriate modification to suit the requirements of the problem at hand is important (Saladis). PBIS puts emphasis on certain principles which include person-centred planning, deference for individuals, partaking of all stakeholder, and commitment to facilitate achievement of significant outcomes (Saladis; Cavanaugh et al).