Previous research has demonstrated a need for contextual fit when implementing behavior supports in high schools (Flannery et al., "The High School Journal," 96(4), 267-282, 2013; Flannery & Kato, "Preventing School Failure: Alternative Education for Children and Youth," 61(1), 69-79, 2017). As high schools move beyond the…

When implementing schoolwide PBIS in secondary schools, creating effective acknowledgment systems for expected student behavior can be challenging. To overcome this challenge, it is helpful to understand acknowledgement preferences from the student point of view. In this study, we surveyed students in three middle, two traditional, and two…

In recent years, high schools have turned to PBIS to address issues related to dropout rates, school climate, and disciplinary practices. However, high schools pose unique implementation challenges when compared to elementary and middle schools, such as large school sizes, organization and culture focused on academics rather than behavior, and the…

Student voice is essential for PBIS, but a tool for gathering students' perspectives of PBIS is not available in the literature. The purpose of this study was to develop and validate a universal-level PBIS survey for students, the Student Perceptions of Behavior and Discipline (StPBD). This survey was designed to mobilize student engagement and…

The research base for Check-in, Check-out (CICO), a targeted behavioral intervention within a schoolwide positive behavioral interventions and supports framework, is growing. However, little has been written about its application in therapeutic alternative programs. To extend the literature base, the current article describes a study conducted…

Court-involved, female students often experience trauma and disproportionate school discipline, complicating their academic success. This mixed-method study examines students' use of and experiences with the Monarch Room (MR), a trauma-informed disciplinary alternative. The study examines service utilization, using a repeated measures analysis of…

Schoolwide Positive Behavioral Intervention and Supports (SWPBIS) is a framework for establishing a schoolwide positive social culture with a continuum of behavior supports and an effective learning environment for all students. This framework was initially implemented in elementary and middle schools and more recently in high schools. Coaches for…

With over 14,000 schools implementing Schoolwide Positive Behavior Interventions and Supports (SWPBIS), it is important to consider factors that contribute to effective implementation--which may affect student outcomes. Social validity is one factor that may influence implementation. The purpose of this study was to determine the extent to which…

Struggling with frequent off-task behavior, a teacher in a midwestern inner-city high school requested assistance in her social studies classroom. A study was designed to investigate if a combination of positive behavior supports-based interventions such as behavior-specific praise and reduced teacher reprimands might improve on-task behavior. A…