PBIS Social & Emotional Learning Integration 2 — Questions and Answers
Question 1: Which CASEL competency involves recognizing one's own emotions, thoughts, and their influence on behavior?
- Social awareness
- Self-awareness (Correct answer)
- Responsible decision-making
- Relationship skills
Correct answer: Self-awareness
Self-awareness is the CASEL competency focused on recognizing and understanding one's own emotions, thoughts, values, and their influence on behavior.
Question 2: A PBIS team wants to embed SEL into Tier 1 supports. Which approach best aligns SEL with universal PBIS expectations?
- Teaching SEL skills only to students with behavioral referrals
- Integrating SEL vocabulary into schoolwide behavioral expectations and lessons (Correct answer)
- Separating SEL curriculum from PBIS to avoid confusion
- Limiting SEL instruction to counselors during pull-out sessions
Correct answer: Integrating SEL vocabulary into schoolwide behavioral expectations and lessons
Integrating SEL vocabulary and concepts into schoolwide PBIS expectations ensures consistent language and universal access for all students.
Question 3: How does 'relationship skills' as a CASEL competency directly support PBIS implementation?
- It reduces the need for individualized behavior support plans
- It helps students communicate effectively and build positive connections that prevent behavioral escalation (Correct answer)
- It eliminates the need for Tier 2 interventions
- It focuses exclusively on peer conflict resolution
Correct answer: It helps students communicate effectively and build positive connections that prevent behavioral escalation
Relationship skills enable students to communicate effectively, cooperate, and resist negative peer pressure, which supports positive behavior and reduces escalation.
Question 4: A student frequently disrupts class when frustrated by difficult tasks. An SEL-aligned PBIS response would FIRST:
- Issue an office referral to document the behavior
- Teach the student self-management strategies such as deep breathing or requesting a break (Correct answer)
- Move the student to a more restrictive setting
- Reduce academic demands permanently
Correct answer: Teach the student self-management strategies such as deep breathing or requesting a break
Teaching self-management strategies addresses the root skill deficit by giving the student tools to regulate frustration before it escalates into disruption.
Question 5: Which data source would best help a PBIS team evaluate whether SEL integration is improving student outcomes?
- Number of new SEL programs purchased
- Office discipline referral rates combined with student social-emotional screener scores (Correct answer)
- Teacher satisfaction surveys about SEL training
- Count of SEL lessons delivered per week
Correct answer: Office discipline referral rates combined with student social-emotional screener scores
Combining ODR data with validated social-emotional screener scores provides both behavioral outcome data and direct measures of students' SEL skill development.
Question 6: In a tiered PBIS model, SEL small-group interventions targeting self-regulation skills are MOST associated with which tier?
- Tier 1 — Universal supports for all students
- Tier 2 — Targeted supports for students at risk (Correct answer)
- Tier 3 — Intensive individualized supports
- Tertiary prevention for students with IEPs only
Correct answer: Tier 2 — Targeted supports for students at risk
Tier 2 provides targeted, small-group interventions for students who need more support than universal instruction but do not yet require intensive individualized plans.
Question 7: Which practice best exemplifies 'responsible decision-making' instruction within a PBIS framework?
- Posting schoolwide rules on classroom walls
- Teaching students a structured problem-solving process to evaluate consequences before acting (Correct answer)
- Rewarding students with points for following directions
- Using proximity control to prevent misbehavior
Correct answer: Teaching students a structured problem-solving process to evaluate consequences before acting
Structured problem-solving processes explicitly teach students to identify problems, consider options, evaluate consequences, and make ethical choices — the core of responsible decision-making.
PBIS Social & Emotional Learning Integration 2
Which CASEL competency involves recognizing one's own emotions, thoughts, and their influence on behavior?