PBIS Expectations Matrix & Teaching Plans 2 — Questions and Answers
Question 1: When an expectations matrix lists 'Be Safe' as a school-wide expectation, which of the following best describes its role in the matrix?
- A punitive consequence for unsafe behavior
- A broad behavioral expectation that is then defined across specific settings (Correct answer)
- A rule that applies only to the cafeteria and hallways
- A standard that students vote on annually
Correct answer: A broad behavioral expectation that is then defined across specific settings
In an expectations matrix, broad expectations like 'Be Safe' serve as umbrella values that are operationally defined for each specific school setting.
Question 2: A PBIS team is building their expectations matrix for the gymnasium. Which source of information is MOST useful when writing setting-specific behaviors?
- Published PBIS research articles
- Input from students and staff who use the gym regularly (Correct answer)
- Behavior data from the previous school year only
- The district discipline handbook
Correct answer: Input from students and staff who use the gym regularly
Students and staff who routinely use a setting provide the most practical, context-specific input for defining expected behaviors in that location.
Question 3: A school's expectations matrix includes the behavior 'Walk on the right side of the hallway.' This is an example of what type of behavioral description?
- Vague and unmeasurable
- Observable and specific (Correct answer)
- Punitive and reactive
- Abstract and conceptual
Correct answer: Observable and specific
Observable and specific behaviors like 'walk on the right side' can be directly seen and taught, making them ideal for expectations matrices.
Question 4: Which of the following is a key reason why schools should LIMIT the number of school-wide behavioral expectations in their matrix?
- Fewer expectations reduce the need for teaching plans
- A small number of expectations is easier for all stakeholders to remember and apply consistently (Correct answer)
- Fewer expectations mean fewer consequences are needed
- Limiting expectations reduces the time needed for data collection
Correct answer: A small number of expectations is easier for all stakeholders to remember and apply consistently
Research supports 3–5 school-wide expectations because a manageable number increases memorability and consistent implementation across all staff.
Question 5: A lesson plan for teaching behavioral expectations should include which of the following components?
- Consequences for noncompliance, role-play activities, and parent signatures
- Rationale, examples, non-examples, practice opportunities, and feedback (Correct answer)
- Test scores, teacher observations, and office referral data
- Seating charts, lesson objectives, and homework assignments
Correct answer: Rationale, examples, non-examples, practice opportunities, and feedback
Effective PBIS behavior lesson plans include a rationale, modeled examples and non-examples, student practice, and corrective feedback.
Question 6: During a behavior lesson in the cafeteria, the teacher demonstrates a student cutting in line and then asks, 'Was that respectful?' This technique illustrates the use of:
- A positive behavior support plan
- A non-example to clarify the expectation (Correct answer)
- A Token economy system
- A Tier 2 intervention strategy
Correct answer: A non-example to clarify the expectation
Non-examples show students what the expectation does NOT look like, helping them distinguish appropriate from inappropriate behavior.
Question 7: A school wants to ensure that expectations taught in September are maintained throughout the year. Which strategy best supports this goal?
- Replacing the expectations matrix each semester
- Scheduling booster sessions to re-teach expectations at key points in the year (Correct answer)
- Issuing written warnings to students who forget expectations
- Removing expectations that students consistently follow
Correct answer: Scheduling booster sessions to re-teach expectations at key points in the year
Booster sessions re-teach and reinforce behavioral expectations at natural transition points (e.g., after breaks), maintaining fluency across the year.
PBIS Expectations Matrix & Teaching Plans 2
When an expectations matrix lists 'Be Safe' as a school-wide expectation, which of the following best describes its role in the matrix?