Interactive Database of PBIS Research

School discipline continues to be a challenge for schools, resulting in loss of instructional time for both teachers and students. With respect to discipline actions, school suspension is one of the most widely used, yet research continues to demonstrate an empirical link between receipt of suspension and poor student outcomes, including increased risk of dropping out of school. Therefore, interventions with empirical support for reducing school-wide disciplinary actions are needed. This study examined the effect of school-wide positive behavior interventions and supports (SWPBIS) on disciplinary actions using Quasi-Experimental Design analysis. We (propensity score) matched 593 Florida schools implementing SWPBIS with fidelity with 593 Florida schools that have never been trained. Overall, we found statistically significantly fewer out-of- school suspensions for students with disabilities and Black students within schools implementing SWPBIS with fidelity and an effect size of −0.55, indicating meaningful improvements.

In this article, we report the results from a randomized evaluation of the Safe and Civil Schools (SCS) model for school-wide positive behavioral interventions and supports. Thirty-two elementary schools in a large urban school district were randomly assigned to an initial training cohort or a wait-list control group. Results suggested that SCS training positively affected school policies and student behavior. Surveys administered after the commencement of SCS training found large improvements in staff perceptions of school behavior policies and student behavior at schools receiving SCS training that were not observed at wait-list schools. Similarly, we observed reductions in student suspensions at schools implementing SCS that were not observed at control schools. The observed improvements persisted through the second year of trainings, and once the wait-list control schools commenced SCS training, they experienced similar improvements in school policies and student behavior.

We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii and Illinois where training and technical assistance in SWPBS was provided by regular state personnel over a 3-year period. Results document that the training and technical assistance were functionally related to improved implementation of universal-level SWPBS practices. Improved use of SWPBS was functionally related to improvements in the perceived safety of the school setting and the proportion of third graders meeting or exceeding state reading assessment standards. Results also document that levels of office discipline referrals were comparatively low, but the absence of experimental control for this variable precludes inference about the impact of SWPBS. Implications for future research directions are offered.

The three-Tiered Positive Behavioral Interventions and Supports (PBIS) framework promotes the development of systems and data analysis to guide the selection and implementation of evidence-based practices across multiple Tiers. The current study examined the effects of universal (Tier 1) or school-wide PBIS (SW-PBIS) in one state's scale-up of this Tier of the framework. Annual propensity score weights were generated to examine the longitudinal effects of SW-PBIS from 2006–07 through 2011–12. School-level archival and administrative data outcomes were examined using panel models with an autoregressive structure. The sample included 1316 elementary, middle, and high schools. Elementary schools trained in SW-PBIS demonstrated statistically significantly lower suspensions during the fourth and fifth study years (i.e., small effect size) and higher reading and math proficiency rates during the first two study years as well as in one and two later years (i.e., small to large effect sizes), respectively. Secondary schools implementing SW-PBIS had statistically significantly lower suspensions and truancy rates during the second study year and higher reading and math proficiency rates during the second and third study years. These findings demonstrate medium effect sizes for all outcomes except suspensions. Given the widespread use of SW-PBIS across nearly 26,000 schools in the U.S., this study has important implications for educational practices and policies.

Positive Behavior Support (PBS) for behavioral problems was included in the 1997 Individuals With Disabilities Education Act reauthorization, reflecting the increased implementation and strengthening empirical evidence for PBS in schools. Whereas PBS can be used reactively, its flexibility has led to a popular comprehensive school-wide model used for prevention. School-Wide Positive Behavioral Support (SWPBS) has been used across a variety of school environments and various demographics and has been evaluated using a variety of different outcome measures. The authors conducted a meta-analysis of SWPBS research spanning 16 years and 20 articles. Specifically, single-case studies were evaluated using a regression-based procedure. Results show promising early trends in the data across dependent variables with a need for further research in specific areas.

In the face of dwindling financial resources, educational leaders are looking to refine resource allocation while maintaining a focus on improved student outcomes. This article presents initial findings from a professional development state initiative called Effective Behavioral and Instructional Support Systems (EBISS). The EBISS initiative aims to teach practicing educators about two evidence-based systems of practice and how to blend those practices for more efficient and effective school systems. The targeted systems are School-Wide Positive Behavioral Interventionsand Supports and School-Wide Reading Model. Descriptive statistics from 140 participating elementary schools suggest there was an increase in (a) the administration of behavior and literacy screening tools, (b) the number of teams examining and analyzing these data, and (c) the implementation scores and student outcomes at selected grade levels. Continued exploration of data-based collaboration in school buildings appears warranted

Positive Behavioral Interventions and Supports (PBIS) is a universal, school-wide prevention strategy that is currently implemented in over 7,500 schools to reduce disruptive behavior problems. The present study examines the impact of PBIS on staff reports of school organizationalhealth using data from a group-randomized controlled effectiveness trial of PBIS conducted in 37 elementary schools. Longitudinal multilevel analyses on data from 2,596 staff revealed a significant effect of PBIS on the schools’ overall organizational health, resource influence, staff affiliation, and academic emphasis over the 5-year trial; the effects on collegial leadership and institutional integrity were significant when implementation fidelity was included in the model. Trained schools that adopted PBIS the fastest tended to have higher levels of organizational health at baseline, but the later-implementing schools tended to experience the greatest improvements in organizational health after implementing PBIS. This study indicated that changes in school organizational health are important consequences of the PBIS whole-school prevention model, and may in turn be a potential contextual mediator of the effect of PBIS on student performance.

The purpose of this study was to explore the direct and indirect effects of SWPBIS on high school dropout rates. We used structural equation modeling methods to analyze the web of relationships among important high school level outcomes and SWPBIS in a large sample of high schools from 37 states. Results suggest that SWPBIS has statistically significant positive effects on attendance at the high school level and that attendance is a proximal and statistically significant indicator of high school dropout risk. The study did not find significant or consistent direct short-term effects of SWPBIS on dropout rates; however, the results suggest that schools implementing SWPBIS with fidelity for longer periods of time may see greater reductions in dropout rates. Implications for future research, practice, and policy are discussed.

Mental health among children and adolescents is a growing national concern and schools have taken center stage in efforts to prevent problems and promote wellness. Although research and policymakers support the integration of mental health services into the schools, there is limited agreement on the ways to package or combine existing supports to achieve prevention-oriented goals. Positive Behavioral Interventions and Supports (PBIS) and Social Emotional Learning (SEL) are two of the most widely-adopted, evidence-based approaches that have been advocated to address student mental health. These universal prevention approaches, however, stem from different theoretical camps and are often advocated and implemented apart from one another. The purpose of this study was to examine the independent and combined effects of PBIS and SEL on student mental health outcomes. A quasi-randomized control design at the classroom-level was used to make comparisons across four conditions: business-as-usual (BAU), PBIS alone, SEL alone, and COMBO condition with regard to their acceptability to teachers, integrity of program delivery, and student outcomes. As predicted, the COMBO condition produced significantly greater improvements in overall mental health and reductions in externalizing behaviors when compared to all other conditions. The results also indicated that the PBIS and SEL only conditions were both able to produce significant improvements in overall mental health functioning as compared to the BAU control. The implications of an integrated approach for school-based universal prevention and directions for future research are discussed.

This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools’ PBIS model were matched with 28 control schools to assess academic gains. There were 5 years of baseline data (no intervention in treatment schools) and 4 years of intervention data, including 1 year of maintenance. Results indicate that implementation of the PBIS programme was significantly associated with increased student academic achievement (p = .001) and that the rate of change for students’ academic achievement in treatment schools was greater than for students in control schools. This study suggests that PBIS programmes, such as Safe & Civil Schools’ Foundations, may complement other efforts to improve academic outcomes.

The relationship between school-wide positive behavioral interventions and supports (SWPBIS) and school-level academic achievement has not been established. Most experimental research has found little to no evidence that SWPBIS has a distal effect on school-level achievement. Yet, an underlying assumption of SWPBIS is that improving social behavior and reducing problem behavior increasingly exposes all students to classroom instruction and the opportunity for academic success. Therefore, we examined the average treatment effect of SWPBIS implemented with fidelity on the treated schools by leveraging 10 consecutive years of school-level academic achievement data. All elementary schools in Florida (~2,033 schools), including an average of 235 schools implementing SWPBIS with fidelity each year, were included in this study. We estimated a two-level mixed-effects regression model, with schools nested in districts across time, and modeled the percentage of students at or above grade-level benchmark on the Florida Comprehensive Assessment Test (FCAT) reading and mathematics. Results indicate that schools implementing SWPBIS with fidelity had statistically significantly more students at or above grade-level benchmarks, however the effect sizes were small. The results are discussed within the context of distal effects and the fact that few evidence-based academic interventions have demonstrated larger effects when experimentally evaluated.

School-wide positive behavior interventions and supports (SW-PBIS) can effectively reduce problem behaviors and simultaneously in- crease pro-social behaviors in general education settings. SW-PBIS is not a ‘‘packaged’’ intervention, but a framework through which schools create systemic changes for promoting expected behaviors, while also monitoring and intervening with students who have behavior concerns through a Tiered model of service delivery. A case study documenting the SW-PBIS implementation process in an alternative educational setting is presented. Alternative schools typically serve students who qualify to receive special education services, have a lower staff-to-student ratio, and often warrant more intensive student interventions as compared to general ed- ucation settings. These differences from traditional environments pose unique challenges to the SW-PBIS implementation process. Suggestions for neutralizing these challenges such as providing en- hanced Tier 1 supports and extensive staff training are explained in depth in this case study.

Positive Behavioral interventions and supports (PBis) are effective when schools address perceived obstacles for teachers, engage in the problem-solving process using disaggregated behavior data, and routinely use reliable measurement tools to evaluate its level of implementation. although PBis schools have made great strides in outcomes for students, discipline disproportionality and exclusionary practices adversely affecting culturally and linguistically diverse students, especially african american and latino/a students, continue to exist across the country. consequently, PBis experts are expanding PBis to consider racial disproportionality, equity, and racial bias. this article describes a promising multi-component approach for enhancing equity in school discipline and includes a case example that describes the three-year journey of a statewide project with a local school to reduce racial discipline disparities.

Addressing increasing levels of disruptive behavior andimproving discipline is a national matter. The challenge is intensifiedby teachers’ concerns about the growing inclusion of students with emotional and behavioral problems in general education classrooms and the general levels of diversity common in America’s schools. Removing children with persistent problems from the classroom has commonly been viewed as the solution to maintaining order and security in schools. Recently, proactive, school-wide approaches have come to the fore in discussions of alternative best practices in meeting the discipline challenge and improvements in child behavior indicators have been reported. The purpose of this investigation was to document and compare effects of a school-wide positive behavior support program on the instructional ecology in elementary school classrooms. Treatment fidelity data provided support for the integrity of teachers’ use of the program. Total on-task behavior was significantly higher and off-task behavior was significantly lower in targeted classrooms than in comparison classrooms. Significant on-task differences were indicated in hand raising behaviors as well as paying attention. Significant off-task differences were indicated in talking inappropriately and engaging in appropriate tasks. The outcomes are discussed with regard to the importance of continuing efforts to establish the value of positive behavior support programs and improve the educational lives of all students

Background: A school-wide program known as Positive Behaviour for Learning (PBL) that systematically reinforces positive behaviours in schools based on the USA model of Positive Behavioral Interventions and Supports (PBIS) but also emphasizes learning processes and outcomes was implemented in the Western Sydney Region (WSR) of Australia. Aim: The study aims to critically compare those schools that implemented PBL (experimental) and those that did not (control) in learning-related psychosocial outcomes. Sample: Third and fifth graders from 4 primary schools implementing PBL (experimental group, n=474) and 2 primary schools which would join the intervention in the following year (control group, n=83) were compared. Method: Confirmatory factor analysis (CFA) was used to validate 9 psychosocial measures: (1) school selfconcept (cognitive), (2) school self-concept (affective), (3) English self-concept, (4) mathematics self-concept, (5) parent self-concept, (6) effort goal orientation, (7) planning, (8) study management, and (9) persistence. Then multivariate analysis of variance (MANOVA) tested between-group differences in the 9 measures. Results: CFA found support for the 9 measures. MANOVA found significant between-group differences in (2), (3), (5), and (7), favouring the experimental group. Conclusion: By extending the strength of a positive behaviour support system to include an emphasis on learning processes and outcomes, PBL has made small but important contributions to some psychosocial determinants of student outcomes that may facilitate long-term learning benefits. Keywords: Positive behaviour; behaviour management; school environment

School leaders react to inappropriate behaviors by excluding students, despite research suggesting an association with poor student outcomes. Students with disabilities are frequently subjected to these practices. One framework that has been proposed to reduce the reliance on reactive discipline procedures is schoolwide positive behavior interventions and supports (SWPBIS). In this study, we replicated several state-level quasi-experimental studies with discipline data from California. Using propensity score matching, we compared 544 schools implementing SWPBIS with fidelity and 544 schools that had never been trained. We found statistically significantly fewer out-of-school suspensions and days missed due to out-of-school suspensions across all students. Students with disabilities were statistically significantly less likely to be sent to alternative settings due to behavior in schools implementing SWPBIS with fidelity, with an effect size of −0.65. These results replicate and extend prior findings.

Background: The purpose of this study was to examine the effectiveness and social validity of Tier 1 support of school-wide positive behavioural support (SWPBS) implemented in one public school in Japan.Method and materials: The study was conducted in a public elementary school. All students and school personnel participated in the study. The study utilised an AB design. A positive behaviour matrix was created for the selection of target behaviours. Then, a behaviour support plan for each target behaviour was developed and implemented. A rating scale of school liking was administered at three different time periods and average scores for all students at each period were compared. Repeated measures of student target behaviours were obtained by counting the number of students engaged in target behaviours or by an interval recording method. Social validity data were collected using a questionnaire.Results: After the intervention, student target behaviours increased, and the average score of student liking on the rating scale improved. The results also indicated a certain level of social validity.Conclusions: This study confirmed the effectiveness and social validity of SWPBS Tier 1 support. However, several challenges presented, including team management, transition from Tier 2 to Tier 3 support based on data obtained and data reliability.

This article addresses the effects of 3-Tiered comprehensive reading and behavior interventions on K—3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and Tier placement procedures, scheduling and personnel supports, procedures for ensuring strong implementation with fidelity, procedures for student progress monitoring, and guidelines for instructional decision making. Early literacy skill outcomes for students were the primary dependent measures in reading; schoolwide office discipline referral rate was the dependent measure in behavior. Significant improvement was evident in phoneme segmentation and nonsense word fluency in reading and significant decreases were documented in office discipline referrals across treatment and comparison schools. Significantly higher outcomes were also recorded on required statewide end-of-grade assessments in treatment schools. Implications and caveats concerning effective implementation of the model in other settings are provided. The article emphasizes that changing schoolwide reading and behavior risk requires effective intervention, instruction, and support in both areas.

OBJECTIVE: School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a universal prevention strategy currently implemented in >16 000 schools across the United States. SWPBIS intends to reduce students’ behavior problems by altering staff behaviors and developing systems and supports to meet children’s behavioral needs. The current study reports intervention effects on child behaviors and adjustment from an effectiveness trial of SWPBIS. METHODS: The sample of 12 344 elementary school children was 52.9% male, 45.1% African American, and 46.1% Caucasian. Approximately 49% received free or reduced-priced meals, and 12.9% received special education services at baseline. The trial used a group randomized controlled effectiveness design implemented in 37 elementary schools. Multilevel analyses were conducted on teachers’ ratings of children’s behavior problems, concentration problems, social-emotional functioning, prosocial behavior, office discipline referrals, and suspensions at 5 time points over the course of 4 school years. RESULTS:The multilevel results indicated significant effects of SWPBIS on children’s behavior problems, concentration problems, social-emotional functioning, and prosocial behavior. Children in SWPBIS schools also were 33% less likely to receive an office discipline referral than those in the comparison schools. The effects tended to be strongest among children who were first exposed to SWPBIS in kindergarten. CONCLUSIONS: These findings provide support for the hypothesized reduction in behavior problems and improvements in prosocial behavior and effective emotion regulation after training in SWPBIS. The SWPBIS framework appears to be a promising approach for reducing problems and promoting adjustment among elementary school children.

High school is an important time in the educational career of students. It is also a time when adolescents face many behavioral, academic, and social-emotional challenges. Current statistics about the behavioral, academic, and social-emotional challengesfaced by adolescents, and the impact on society through incarceration and dropout, have prompted high schools to direct their attention toward keeping students engagedand reducing high-risk behavioral challenges. The purpose of the study was to examine the effects of School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) on the levels of individual student problem behaviors during a 3-year effectiveness trial without random assignment to condition. Participants were 36,653 students in 12 high schools. Eight schools implemented SW-PBIS, and four schools served as comparison schools. Results of a multilevel latent growth model showed statistically significant decreases in student office discipline referrals in SW-PBIS schools, with increases in comparison schools, when controlling for enrollment and percent of students receiving free or reduced price meals. In addition, as fidelity of implementation increased, office discipline referrals significantly decreased. Results are discussed in terms of effectiveness of a SW-PBIS approach in high schools and considerations to enhance fidelity of implementation

This study examined the relationships between implementation of a school-wide approach to behavior, School-wide Positive Behavior Support (SWPBS), and teacher self-efficacy. Twenty-two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self-efficacy. Differences in ratings of self-efficacy were examined using multilevel modeling. Results showed that teachers at SWPBS schools reported significantly higher perceptions of teacher self-efficacy when controlling for school-level effects. Results are discussed in terms of implications for future research and practice. © 2011 Wiley Periodicals, Inc.

We conducted a potential efficacy trial examining the effects of classroom-wide implementation of the Pyramid Model for Promoting Young Children’s Social-Emotional Competence on teachers’ implementation of Pyramid Model practices and children’s social-emotional skills and challenging behavior. Participants were 40 preschool teachers and 494 children. Using a randomized controlled design, 20 teachers received a professional development (PD) intervention to support their implementation of the practices. The 20 teachers in the control condition received workshops after all study-related data were collected. Teachers who received PD significantly improved their implementation of Pyramid Model practices relative to control teachers. Children in intervention teachers’ classrooms were rated as having better social skills and fewer challenging behaviors relative to children in control teachers’ classrooms. Exploratory analyses showed that children at elevated risk for behavior disorders in intervention teachers’ classrooms had improvements in their observed social interaction skills relative to similar children in control teachers’ classrooms.

This paper describes the evaluation of a consultative approach to assisting middle schools in implementing empirically based school-wide behavior management practices. The Effective Behavior Support program involved working with school staff to clarify rules, teach appropriate social behavior, increase positive reinforcement for positive behavior, consistently pro- vide mild consequences for rule violation, and monitor data on student behavior. The inter- vention was evaluated through records of rewards given, discipline referrals, and frequent surveys of students. Where possible, data from the target school were evaluated against data from comparison schools. Results showed effects at the target school on increased positive reinforcement for appropriate social behavior and on decreased aggressive social behavior among students. Discipline referrals were significantly decreased for 7**1 graders and for ha- rassment among males. Students' perceptions of school safety improved at the target school but not at comparison schools. Students' reports of being physically or verbally attacked the previous day were reduced at the target school as well, but these changes were also seen at the comparison school

Research on teacher outcomes of the School-Wide Positive Behavior Support (SWPBS) model has been scarce. The present study adds to the knowledge base by examining the effects of the Norwegian version of SWPBS (N-PALS) on school staffs’ behavior management practices and on their individual and collective efficacy. Questionnaire data were collected from staff and students (Grades 4-7) at four measurement points across four successive school years in 28 intervention schools and 20 comparison schools. Using longitudinal multilevel analyses, indications of positive 3-year main effects of the N-PALS model were observed for staff-reported collective efficacy, self-efficacy, and positive behavior support practices. The intervention effects as measured by Cohen’s d ranged from .14 to .91. The effects on student perceptions of teachers’ behavior management strategies were, however, not consistent with the positive staff ratings. Results are discussed inrelation to prior research, future research, and study limitations.

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a universal, schoolwide prevention strategy that is currently implemented in over 9,000 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. SWPBIS aims to alter school environments by creating improved systems and procedures that promote positive change in student behavior by targeting staff behaviors. This study uses data from a 5-year longitudinal randomized controlled effectiveness trial of SWPBIS conducted in 37 elementary schools to examine the impact of training in SWPBIS on implementation fidelity as well as student suspensions, office discipline referrals, and academic achievement. School-level longitudinal analyses indicated that the schools trained in SWPBIS implemented the model with high fidelity and experienced significant reductions in student suspensions and office discipline referrals.

School-Wide Positive Behavioral Interventions and Supports (SWPBIS; Sugai & Horner, 2006) is currently implemented in over 20,000 schools across the country with the goal of preventing disruptive behavior problems and enhancing the school climate. While previous studies have indicated significant main effects of SWPBIS on student outcomes, the program impacts likely vary as a function of children’s social– emotional characteristics. This study examined variation in the effects of SWPBIS based on children’s baseline pattern of behavior problems and social– emotional skills using data from a randomized controlled effectiveness trial. Data come from 12,344 elementary school children (52.9% male; 45.1% African American and 46.1% White; 49% received free or reduced-price meals; and 12.9% received special education services). The group randomized controlled effectiveness trial was implemented in 37 elementary schools. Latent profile analyses (LPA) were conducted on teachers’ baseline ratings of children’s behavior problems, concentration problems, social– emotional functioning, and prosocial behavior using the Teacher Observation of Classroom Adaptation–Checklist (TOCA–C; Koth, Bradshaw, & Leaf, 2009). LPA revealed 4 latent classes: high-risk (6.6%), at-risk (23.3%), normative (36.5%), and socially– emotionally skilled (33.6%). LPA membership was found to have a moderating impact on children’s subsequent discipline problems and need for and use of school-based services. Findings suggest that the effects of SWPBIS on student outcomes tend to be greatest among at-risk andhigh-risk children.

Background: This paper describes the introduction and development of School-Wide Positive Behavioural Support (SWPBS) in Japan. The educational system in Japan is described, with a focus on elementary and junior high schools. Over the past decade, an increase in challenging behaviours from students, multiple demands on teachers' time, and a productive history of behaviour analytic services in schools led to an interest in the adoption of SWPBS at the Tier 1 level. Adoption is described across the four stages of implementation defined by implementation science: exploration, installation, initial implementation and full implementation. After successful exploration and installation in one elementary school in Tokushima Prefecture in 2016, initial implementation was extended to other elementary and junior high schools in the same prefecture and then to other regions of Japan. As of 2022, Tier 1 SWPBS has been adopted in approximately 400 schools in Japan. Cultural adaptations that have contributed to adoption include campaigns led by school personnel and students to teach school-wide behavioural expectations. Three issues related to the full implementation of SWPBS in Japan and further adaptation to Japanese culture are discussed.

Abstract: Many states have scaled up School‐Wide Positive Behavioral Interventions and Supports (SW‐PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW‐PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to cross‐sectional data. This paper examined the longitudinal effect of SW‐PBIS on student behavioral problems and academic achievement growth in elementary and middle schools using propensity score matching. We found no statistically significant longitudinal effects of SW‐PBIS on either student behavior problems or academic achievement among elementary and middle schools in this quasi‐experimental design, even though the positive direction of longitudinal changes would be identified. The result raised questions about the efficacy of SW‐PBIS using a statewide achievement test when scaled up to a state level. Additional research is needed to better understand the impact of SW‐PBIS using rigorous scale‐up designs.

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and reinforcing appropriate social skills. Class-Wide Function-Related Intervention Teams (CW-FIT), a specific positive behavior support intervention involving social skills instruction, positive reinforcement, and group contingencies, has proven effective in elementary schools but has not been evaluated specifically in music classrooms. The present study sought to investigate the effectiveness of CW-FIT in increasing on-task behavior and teacher praise-to-reprimand ratios in a sixth-grade music classroom. A single-subject reversal (ABAB) design was used. Results indicated that student on- task behavior increased when CW-FIT was implemented. Teacher praise-to-reprimand ratios also improved. Results suggest the teacher and the students found CW-FIT valuable and enjoyable. Study limitations and implications are addressed.

Nelson et al offer an evaluation of a comprehensive school-wide program based on an effective behavioral support approach for preventing disruptive behaviors. The program consists of five main elements that were developed through a consensus-building participatory process.

School-wide positive behavioral support (SWPBS) programs are becoming an increasingly popular and effective way to reduce behavioral disruptions in schools. Results from a 4-year study examining the effects of an SWPBS program in a public elementary school indicated significant reductions in percentages of behavioral referrals, suspensions, and instructional days lost, but the effect sizes were small. Implications for school counselors and future research are discussed.

The purpose of our study was to examine Positive Behavior Interventions and Supports (PBIS) implementation fidelity and student outcomes for secondary schools in a large, urban school district placed under a corrective action plan due to disproportionate suspension practices for students of color. Drawing upon data over a four-year period on PBIS implementation fidelity, discipline referrals, suspensions, and standardized test scores, we employed repeated measures analysis of variance (ANOVA) and revealed improved outcomes in the first year, but improvements did not continue over time. Additionally, academic outcomes did not show any significant increases. The study concludes with implications for policy, practice, and future research.

The quality of a school’s social environment is critically related to student outcomes, including academic performance, attendance, student behavior, and high school completion rates. New Hampshire engaged in a dropout prevention initiative between 2006 and 2012 that focused on implementation of the multiTiered Positive Behavioral Interventions and Supports (PBIS) framework combined with an intensive, student-driven school-to-adult life transition intervention for the highest-need youth. This article presents a case study of how one high school in New Hampshire implemented PBIS at all three Tiers of support: schoolwide, targeted, and intensive. The case study includes a description of practices implemented by the school, school- and student-level outcomes pre- and postimplementation, the coaching and training support provided to school staff, and successes and challenges experienced by the school. The discussion ends with recommendations for practice and research of PBIS implementation in high schools.

Positive Behavioral Interventions and Supports model, first introduced into public schools, has been extended to alternative settings. This article highlights applying PBIS to day treatment and residential treatment education programs increasingly challenged to serve seriously emotionally disturbed youth whose risk factors have become more complex. The results demonstrate a more positive environment enhancing children's treatment and education along with decreasing numbers of safety holds and need for out-of-classroom supports.

Effective management of disruptive behaviors in schools is a national concern. While substantial resources are often allocated toward individual students who exhibit challenging behavior, less emphasis is placed on preventative interventions in common areas such as hallways, cafeterias and playgrounds. The purpose of this study was to determine whether a multi-component Positive Behavior Support (PBS) intervention consisting of positive practice, pre-correction, verbal praise, reinforcement, correction of inappropriate behavior, active supervision, discussion of behavior with students and on-time dismissal could improve middle school students' problematic hallway behaviors. The 5-week intervention phase resulted in a very large reduction between baseline and treatment phases of 42.36% across 950 students. This study provides evidence that readily available and cost-effective techniques can be used to make school common areas safer and more orderly. Implications for the use of school- based PBS practices are discussed.

Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. Multi-Tiered systems of support (MTSS), such as School-Wide Positive Behavior Interventions and Supports (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and improving student outcomes. Much of the research on SWPBIS outcomes has taken place at the elementary and middle school levels, leaving a need for a more thorough examination of outcomes at the high school level. The purpose of this study was to explore the links between implementation of SWPBIS and academic, attendance, and behavior outcome measures across a large sample of high schools from 37 states. Despite some of the difficulties of SWPBIS implementation at the high school level, evidence suggests positive relationships between SWPBIS implementation and outcomes in behavior and attendance for high schools that implement with fidelity.

This study evaluated the scale-up of a Safe & Civil Schools Foundations: Establishing Positive Discipline Policies positive behavioral interventions and supports initiative through 4 years of 'real-world' implementation in a large urban school district. The study extends results from a previous randomized controlled trial that established the effectiveness of the Safe & Civil Schools program in 32 elementary schools in the same district. This study emphasizes the application and evaluation of the program in regular district schools. Four-year results indicate that elementary, middle, and high schools experienced moderate but steady improvements in (a) school discipline, (b) student safety policy and training, (c) staff perceptions of student behavior, and (d) student suspension and chronic tardiness rates. With few exceptions, improvements occurred after schools began Safe & Civil Schools Foundations training, and more years of training were associated with larger cumulative improvements in school and student outcomes. Given that similar effects were observed in schools with and without random assignment of training, and only after training began, we concluded that the improvements stem from Safe & Civil School's Foundations training.

Two years of office referral data are presented in evaluation of a school-wide behavioral support program designed to define, teach, and reward appropriate student behavior in a rural middle school (grades 6, 7, and 8). During 1994-95, the school had 530 students and recorded 2,628 office referrals. The 1995-96 school year began with a full day in which students were taught five school expectations. Throughout the year, students also received rewards for appropriate behavior and office referrals for infractions. Results during 1995-96 document a 42% reduction in office referrals from the previous year. While the evaluation results do not document functional relationship, they suggest an efficient process for evaluating school-wide behavioral support, teaching appropriate behaviors, and changing the overall “climate” of the school. Implications for future research, and the use of schools as a unit of analysis, are discussed.

Rural school districts are unique educational settings requiring efficient use of resources. Barriers to high-quality educational practices in rural settings include the distance from professional development expertise and limited funding. To address these potential obstacles for implementing School-Wide Positive Behavioral Interventions and Supports, we utilized telecoaching for providing monthly technical assistance. Results of this case study indicate that telecoaching in a rural school district across 1 academic year may be an effective alternative for in-person coaching. Descriptive statistics including implementation fidelity, discipline and attendance outcomes, and telecoaching treatment integrity are presented. Implications for practice and future directions are discussed.

Students with disabilities who display serious (e.g., dangerous) problem behaviors are frequently educated in alternative school settings. Although there is considerable research on intervention approaches (e.g., function-based support) to support individual students with challenging behaviors, there is a lack of research on schoolwide intervention approaches to support all students in alternative school settings. A 3-year, descriptive, single-subject case study (AB design) was conducted to examine the impact of introducing School-Wide Positive Behavior Support (SWPBS) into an alternative education setting. Results indicate that introducing SWPBS is associated with an overall decrease in serious incidents and an increase in the percentage of students who refrain from serious physical aggression. The limitations and implications of this study are described.

The nuances of the application of schoolwide positive behavior supports (PBS)in an urban high school setting were investigated. Impact of implementation was measured using qualitative interviews and observations, including the School-wide Evaluation Tool (SET), Ef- fective Behavior Support Survey, Student Climate Survey, and office disciplinary referrals. The results indicated that schoolwide PBS was implemented in an urban high school setting with some success. The overall level of implementation of PBS reached 80% as measured by the SET. Staff and teachers increased their level of perceived priority for implementing PBS in their school. A decrease in monthly discipline referrals to the office and the proportion of students who required secondary and tertiary supports was noted. These findings seem to indicate that PBS may be an important process for improving outcomes for teachers and students in urban high school settings.

The paucity of research investigating the effectiveness of universal behavioral strategies for supporting students in alternative educational settings is of great concern. However, a growing literature base supporting schoolwide positive behavioral support interventions (SWPBS) has been encouraging.This program evaluation provides additional support for this literature, indicating a positive impact of SWPBS Tier 1 implementation on key student outcome measures in a school serving students in Grades 5–12 identified with emotional disturbance or as otherwise health impaired. In addition, this program evaluation includes measures and positive findings for both (a) implementation fidelity and (b) social validity in this alternative school setting.

To prevent and address students’ problem behaviors and support their learning, the Department of Education and many states have promoted the use of multi-Tiered systems of support for behavior (MTSS-B). This study evaluated one promising, intensive program of MTSS-B training and technical assistance. The MTSS-B approach seeks to change the school learning environment by consistently teaching and reinforcing good behavior for all students and identifying and providing supplemental support to students who need it. About 90 elementary schools were randomly assigned either to participate in the program or to continue with their usual strategies for supporting student behavior. The study compared student and teacher experiences in the two sets of schools to measure the effectiveness of the program.

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Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement, school dropout, and contact with juvenile justice. Research suggests that School-Wide Positive Behavior Interventions and Supports (SWPBIS), a prevention and intervention framework for addressing school-based problem behavior, can have a significant and meaningful impact on reducing the likelihood of student suspensions and expulsions. In this study, we conceptually replicated a series of previous studies conducted in other states and examined the effect of universal SWPBIS on disciplinary exclusions in California. Using propensity score matching, we examine differences in suspension and expulsion rates for 98 schools implementing universal SWPBIS with fidelity and 98 comparison schools not implementing SWPBIS. Results suggest that schools implementing SWPBIS with fidelity have significantly fewer suspensions. No effects were found for expulsions. Implications and recommendations for future research are discussed.

This study describes the 1st-year effects of a Schoolwide Positive Behavior Support on four schools in impoverished communities in rural west Texas. The authors present pre- and postdescriptive data that demonstrate the positive effect upon decreasing discipline referrals, lowering in school suspension rates, and reducing failure rates. The authors hypothesized that using a Schoolwide Positive Behavior Support system is used in rural impoverished schools can help mitigate the negative consequences children experience in communities with few mental health services, thereby increasing their academic engagement and success.

This study investigated the effects of school-wide positive behavior support (SWPBS) on middle school climate and student outcomes. Data consisted of more than 300 teacher responses and 10,000 student responses in two middle schools in the western United States. This study used a quasi-experimental (non-equivalent two-group, pretest-posttest) design. One school implemented a SWPBS interventionover a period of four years, while the other servedas a control. The SWPBS intervention included school-wide teaching of social skills, praise notes from teachers to students, posting of school rules, proactive screening for students at risk for emotional and behavioral disorders, and referrals of at-risk students for targeted interventions. The treatment school showed statistically significant improvements in teacher ratings of school climate, while the control school tended to stay the same or worsen. Statistically significant decreases were also evident in students’ tardiness, unexcused absences, and office discipline referrals when compared to the control school. Implications and limitations of this studyare addressed.

This study evaluated how establishing, teaching, and reinforcing schoolwide rules and routines and systematically responding to disruptive behavior affected the number of formal office disciplinary referrals. One elementary school was studied over 4 school years. A continuous intervention time series design was used, along with a nonequivalent comparison group. Results revealed that actively planning for and establishing clear standards throughout the school and having in place a systematic response to disruptive behavior had positive effects. However, it seemed that the systematic response to disruptive behavior may have played a key role in the decrease in the amount of formal office disciplinary referrals.

In Taiwan, most students with disabilities receive education in an inclusive setting. Literature has documented the effects of interventions in increasing students’ positive behaviors in inclusive settings, including students with disabilities in Western countries; however, effectiveness of such interventions in an Asian context remains unclear. The Class-Wide Function-Related Intervention Teams (CW-FIT) is one of the interventions that applies reinforcement-based strategies and provides multi-Tiered supports to students with various severity of challenging behaviors. This study investigates the effects of CW-FIT Tier I (i.e. class-wide intervention) and Tier II (i.e. self-management) on the on-task and disruptive behaviors of a student with Autism Spectrum Disorder in an inclusive elementary classroom in Taiwan. Across nine weeks of intervention, the researchers used a reversal single-case design A-B-C-B-C to demonstrate experimental control over five phases. In addition, the researchers administered interviews and questionnaires to collect social validity data from the teacher and peers’ perceptions toward the intervention. Findings from this study support that the CW-FIT is an effective intervention in increasing a student’s on-task behaviors and decreasing disruptive behaviors in an inclusive classroom in an Asian context. The effect of implementing multiple Tiers of CW-FIT was much more effective than implementing solely Tier I (class-wide intervention). The intervention was also well-received by the general education teacher and students.

Previous research suggests that Positive Behavioral Interventions and Supports (PBIS) can reduce student disciplinary office referrals and out-of-school suspensions, especially when implemented with fidelity. Existing research is mixed as to whether PBIS also contributes to improvements in student achievement, but at least one study has found that PBIS leads to improvements in teachers’ perceptions of overall organizational health, an effect that may help facilitate improvements in student learning. This study uses the TELL (Teaching, Empowering, Leading, and Learning) Kentucky survey to analyze teacher perceptions of their working conditions between PBIS and non-PBIS schools, and among schools varying in level of PBIS implementation fidelity. Furthermore, because the TELL Kentucky survey has been shown to predict increases in student achievement, this study examined the relationship between PBIS implementation and student test score outcomes. Teachers in PBIS schools reported higher levels of student and faculty understanding of behavioral expectations and a stronger atmosphere of professional trust and respect. Although there were no significant differences in student achievement levels between PBIS and non-PBIS schools, analysis did reveal that student academic outcomes were significantly higher at high- and medium-fidelity PBIS schools than low-fidelity PBIS schools. Significance, limitations, and implications for practice are discussed.

The study in this article was designed to examine the outcomes of positive behavior support approaches at a Southeast suburban elementary school that had been experiencing increased discipline referrals. School-wide initiatives were implemented as well as a support group for targeted students. Post-intervention data in- dicated that behavioral referrals decreased. Addition- ally, the positive behavior ratings reported by teachers increased for most of the children who participated in the support group. After participating in the inter- vention , 60% of those students participating in the sup- port group reduced their discipline referrals to

This study explored the effects of School-Wide Positive Behavior Interventions and Supports (SWPBIS) on school suspensions and behavioral incidents for elementary and intermediate schools in Georgia implementing with fidelity by comparing results with a propensity score–matched comparison group of schools that never received SWPBIS training. Significant decreases in suspensions and disciplinary exclusions were found in schools implementing with fidelity compared with matched comparison schools. Schools implementing SWPBIS with higher fidelity had fewer out-of-school suspensions and disciplinary incidents than schools implementing with lower levels of fidelity, but both groups had significantly fewer suspensions and incidents than the comparison group. When converted to standard mean difference effect sizes, results indicated medium to large effects. These findings suggest that SWPBIS is an effective model for reducing disciplinary exclusions and disciplinary incidents and that implementing SWPBIS with fidelity can result in meaningful improvements on student behavioral outcomes in schools.

Objective To build on prior research documenting the impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on school climate and discipline problems to examine the extent to which it affects bullying and peer rejection during the transition into early adolescence.Design Three-level models were fit using hierarchical linear modeling to determine the effect of SWPBIS on children's involvement in bullying.Setting Thirty-seven Maryland public elementary schools.Participants Data involved 12 344 children (52.9% male, 45.1% African American, 46.1% white) followed up longitudinally across 4 school years.Intervention A randomized controlled effectiveness trial of SWPBIS.Outcome Measures Reports from teachers on bully-related behaviors were assessed through the Teacher Observation of Classroom Adaptation–Checklist.Results Analyses indicated that children in schools that implemented SWPBIS displayed lower rates of teacher-reported bullying and peer rejection than those in schools without SWPBIS. A significant interaction also emerged between grade level of first exposure to SWPBIS and intervention status, suggesting that the effects of SWPBIS on rejection were strongest among children who were first exposed to SWPBIS at a younger age.Conclusions The results indicated that SWPBIS has a significant effect on teachers' reports of children's involvement in bullying as victims and perpetrators. The findings were considered in light of other outcomes for students, staff, and the school environment, and they suggest that SWPBIS may help address the increasing national concerns related to school bullying by improving school climate.

School-wide positive behavior interventions and supports (SWPBIS) have been widely implemented in more than 25,000 schools. Although extant literature provides experimental evidence supporting the positive impacts of SWPBIS on decreased office discipline referrals and suspensions, those effects for diverse students have not been fully investigated. Therefore, this study aims to examine the effects of SWPBIS on eight different school-level discipline outcomes for all students and disaggregated by student demographics (i.e., gender, race/ethnicity, disability status). Using a post hoc Quasi-Experimental Design and propensity score matching, we matched 112 schools implementing SWPBIS with fidelity with 112 schools in which teachers and administrators never received SWPBIS training. Poisson regression models revealed significant reductions in the use of school discipline outcomes for all students and for student subgroups. Discussion and implications of results are provided..

The goal of this study was to extend what is known about factors that contribute to the language-learning environment in early childhood classrooms. Two primary research questions were addressed: (a) Are measures of teacher use of classroom-wide positive behavior intervention and support (PBIS) strategies associated with the quality of teacher language support? and (b) Do teachers who receive program-wide training in PBIS strategies differ in their language interactions with children in their classrooms compared with a control group? Findings were mixed and provide preliminary support for the hypothesis that a positive relationship exists between PBIS strategies and the language-learning environment of preschool classrooms. Teachers' scores on a measure of PBIS strategies were a significant predictor of global ratings of language support. However, teachers who were enrolled in the program-wide PBIS training group did not score significantly higher than teachers in a control group at posttest.

Positive Behavioral Interventions and Supports (PBIS) is a universal, school-wide prevention strategy that is currently implemented in over 7,500 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. PBIS aims to alter school environments by creating improved systems and procedures that promote positive change in student behavior by targeting staff behaviors. The present study examined the impact of PBIS on school organizational health using data from a large randomized controlled trial of PBIS conducted in 37 elementary schools. Longitudinal multilevel analyses on data from 2,507 staff revealed a significant effect of PBIS on staff reports of the schools’ overall organizational health, resource influence, and staff affiliation over a 3-year period. This study indicated that changes in school organizational health are important consequences of the PBIS whole-school prevention model, and might in turn be a potential mediator of the effect of PBIS on student performance.

An emerging literature on school-wide Positive Behavior Support (PBS) in urban settings suggests the utility of PBS in addressing student social development while decreasing the need for disciplinary actions (i.e., office disciplinary referrals [ODRs]). This research represents a significant addition to, and expansion of, this literature by examining the relationship of school-wide PBS-induced reductions in out-of-class referrals to student academic achievement. School-wide PBS was implemented in an urban, inner-city middle school in the Midwest over a 3-year period. Data on ODRs, suspensions, standardized test scores, and treatment fidelity were gathered and analyzed. Results demonstrated significant reductions in ODRs and suspensions and increases in standardized math and reading scores. Additionally, regression analyses suggested a significant relationship between student problem behavior and academic performance. Treatment adherence to PBS procedures was significantly correlated with reductions in problem behavior. These findings are discussed in terms of helping urban schools address challenging behavior. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 701–712, 2006.

This paper describes a universal intervention package aimed at improving the safety and social behavior of students in elementary and middle schools. Its goals were to assist schools to provide effective educational services, behavioral supports and social-behavioral skills teaching to all students in the school. Nine treatment and six comparison (no-intervention) elementary and middle schools in three communities participated. Descriptive data were used to evaluate the one-year effects of the intervention. The treatment schools implemented a school-wide discipline plan based on the Effective Behavioral Support (Sugai & Horner, 1994) model in addition to the Second Step violence prevention curriculum (Grossman et al., 1997) for one year. Comparison schools were not restricted in their use of interventions but received neither systematic technical assistance and training nor data based feedback on their performance. Regarding changes in office discipline referrals, treatment schools generally showed greater reductions. Treatment school students showed improved social skill knowledge. Perceptions of school safety were not different across the schools after one year. In focus group interviews across some treatment and comparison schools, treatment school per sonnel generally reported improved operation of their schools and motivation to continue with the intervention. Comparison schools cited the need for improved school-wide intervention and technical assistance as a top need. Results are discussed relative to the need for examination of sustained use of the intervention over multiple years and more frequent and detailed outcome measures.

Social-emotional competence is an important determinant of school readiness. School readiness, in turn, sets the stage for school success. There is clear longitudinal evidence that school success, attach- ment and bonding to the schooling process, and full engagement of schooling can, in combination, operate as a protective factor against a host of long-term health risk behaviors and negative outcomes. Herein, we describe an experimental study of an evidence-based model of early intervention. Head Start teachers and assistants in 13 centers participated in the study. Centers were randomly assigned either to a wait-list control condition or the intervention. This universal intervention was based, respectively, upon the emerging bodies of knowledge in Positive Behavior Support and Behavioral Coaching. The intervention program’s application was associated with medium to large effect size improvements in participating students’ overall social competence (as an essential school readiness skill) as measured through (a) enhancements in their ratings of adaptive student behavior and (b) corresponding decreases in student levels of challenging behavior and aggression as reflected on teacher rating scales. Feedback from participating teachers indicated they viewed their experiences with the intervention quite positively.

This article presents an example of how school time was monitored to facilitate a cost analysis of school-wide systems of positive behavior support (PBS). The article provides descriptions of how (a) PBS efforts were initiated in the school, (b) time and money were spent preparing for and implementing PBS, and (c) changes in behavior referrals and suspension were used to evaluate the effect of PBS on the larger system. The results indicated a positive as- sessment of PBS based on predetermined criteria. The discussion focuses on larger issues of cost analyses as systemic evaluation tools for assessing lifestyle change.

Many students attending public schools exhibit discipline problems such as disruptive classroom behaviour, vandalism, bullying, and violence. Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment. In this article, we describe the effects of whole-school positive behaviour support on discipline problems and academic outcomes of students enrolled in an urban elementary school. The whole-school model was designed through technical assistance consultation with teachers that emphasized: (1) improving instructional methods; (2) formulating behavioural expectations; (3) increasing classroom activityengagement; (4) reinforcing positive performance; and (5) monitoring efficacy through data-based evaluation. As compared to a pre-intervention phase, the whole-school intervention was associated with decreased discipline problems (office referrals and school suspensions) over the course of several academic years. Student academic performance, as measured by standardized tests of reading and mathematics skills, improved contemporaneously with intervention. Issues related to whole-school approaches to student discipline and the contributions of positive behaviour support are discussed.

School-wide positive behavior interventions and supports (SW-PBIS) is a framework for creating safe and effective learning environments and culti vating a positive educational climate. Researchers show that SW-PBIS can improve behavioral outcomes, while demonstrations of a causal relationship between improvements in students' academic achievement and implementation of SW-PBIS remain equivocal. We provide evidence of reductions in behavioral incident reports, improvements in school attendance, and increases in career and technical industry certifications following SW-PBIS implementation in one Texas secure male juvenile correction facility. We argue that these improvements could only be due to SW-PBIS implementation and not alternative explanations (e.g., agency policy/procedure changes, changes in facility or agency leadership, other treatment/rehabilitation programs, validity of measures). We also offer an explanation for these improved gains based on the academic characteristics of incarcerated youth