This bulletin is intended to share research-based promising practices with educators including family members, teachers, building administrators, and paraprofessionals. Using a question-and-answer format, it discusses the definition of positive behavior intervention and supports (PBIS) and characteristics of PBIS. Program characteristics include: (1) as a systems approach, PBIS strategies are implemented at the preschool, specific setting, classroom, and individual child level and use routines or procedures to support child behavior appropriately; (2) expectations for children's behavior are defined; (3) appropriate child behavior is taught; (4) staff understand and consistently implement the rules, teach the expectations, and give rewards to children for positive behavior; (5) children who display positive behavior are publicly acknowledged; (6) problem behaviors have clear consequences; and (7) staff use data to make decisions about the effectiveness of the system. Information is also provided on applying PBIS to young children, the role of the early childhood educator and paraprofessional in working with children with behavior problems, integrating PBIS into preschool activities and routines, implementing appropriate behavior strategies consistent with constructivist theory, and additional resources. (CR)