Sustained implementation of effective behavior support systems and practices is critical for improving academic and behavior outcomes for students with and without disabilities. Although implementation studies have identified variables facilitating sustained implementation of Tier 1 behavior support systems in schools, little research exists…

Even when schools are implementing Tier 1 systems and practices with high fidelity, some students need more targeted and systematic support. Tier 2 practices provide students with an additional layer of rapid and efficient behavior support. However, school teams will need to regularly measure the fidelity of both core features of these Tier 2…

Even when schools are implementing Tier 1 systems and practices with high fidelity, some students need more targeted and systematic support. Tier 2 practices provide students with an additional layer of rapid and efficient behavior support. However, school teams will need to regularly measure the fidelity of both core features of these Tier 2…

District leadership teams perform key roles in building the systems to support schools in the implementation of Positive Behavioral Interventions and Supports (PBIS). However, there is a lack of measures for assessment and progress monitoring specific to district PBIS systems. To address this gap, we evaluated the validity of a measure of…

District leadership teams perform key roles in building the systems to support schools in the implementation of Positive Behavioral Interventions and Supports (PBIS). However, there is a lack of measures for assessment and progress monitoring specific to district PBIS systems. To address this gap, we evaluated the validity of a measure of…

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully…

Check-in/check-out (CICO) is an evidence-based multicomponent intervention widely implemented in elementary and middle schools. The purpose of this study was to evaluate whether an adapted CICO intervention, with CICO components designed to be more developmentally appropriate for adolescents and contextually relevant for high schools, could be…

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully…