Much like evidence-based practices, implementing positive behavioral interventions and supports informs the overall organization of subject matter for student learning by providing a continuum of interventions and supports for a teacher to draw from to minimize inappropriate behaviors and teach appropriate behaviors. For example, using a classroom token economy would allow the teacher to teach appropriate behaviors to their students by using a positive reinforcement (ie. treasure box, pizza party) as a motivator for other students to stay on task. It also allows for equity within the classroom, as everyone has the opportunity to engage in appropriate behaviors to gain access to a preferred reinforcer.

The ability to identify and implement appropriate evidence-based practices is an integral part of understanding and organizing subject matter for student learning because EBPs help shape how we present information to a student. For example, if a teacher chooses to implement peer-mediated instruction, then they would need to plan for that instruction beforehand and integrate it into the content they will be teaching. Similarly, if a teacher chooses to use task analysis, then they will need to create that resource and have it ready for the student beforehand. Evidence-based practices ensure that an educator is drawing from a toolbox of well-established and researched practices to implement within their classroom.