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Longitudinal Disciplinary and Achievement Outcomes Associated with School-Wide PBIS Implementation Level
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James, Anthony G.; Noltemeyer, Amity; Ritchie, Rachel; Palmer, Katelyn – Psychology in the Schools, 2019
Positive behavioral interventions and support (PBIS) is a multitiered framework for behavioral support that is being increasingly implemented in schools. Although research has linked PBIS to improved student outcomes, less research is longitudinal and considers both academic and behavioral outcomes. This study examined the relationships between…
Descriptors: Positive Behavior Supports, Discipline, Program Implementation, Fidelity
Evaluating and Celebrating PBIS Success: Development and Implementation of Ohio's PBIS Recognition System
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Noltemeyer, Amity; Petrasek, Michael; Stine, Karen; Palmer, Katelyn; Meehan, Cricket; Jordan, Emily – Journal of Applied School Psychology, 2018
With the increasing use of Positive Behavioral Interventions and Supports (PBIS) nationally, several states have developed systems to recognize exemplar schools that are implementing PBIS with fidelity. These systems serve the dual purpose of identifying model PBIS schools for other schools to emulate while also reinforcing schools' effective PBIS…
Descriptors: Positive Behavior Supports, Models, Program Implementation, State Departments of Education
Disciplinary and Achievement Outcomes Associated with School-Wide Positive Behavioral Interventions and Supports Implementation Level
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Noltemeyer, Amity; Palmer, Katelyn; James, Anthony G.; Petrasek, Michael – School Psychology Review, 2019
A positive behavioral interventions and supports (PBIS) framework has been associated with a variety of positive student and school outcomes. However, additional research would be useful to further understand the relationship between school-wide (i.e., Tier 1) PBIS implementation level and student outcomes. This study examined whether there were…
Descriptors: Positive Behavior Supports, Outcomes of Education, Fidelity, Measures (Individuals)
In Search of How Principals Change: A Qualitative Study of Events That Help and Hinder Administrator Support for School-Wide PBIS
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McIntosh, Kent; Kelm, Joanna L.; Canizal Delabra, Alondra – Journal of Positive Behavior Interventions, 2016
Research has shown principal support to be a critical variable for implementing and sustaining evidence-based practices. However, there remains little understanding of the factors that may influence a principal's personal decision to support a practice. The purpose of the current study was to examine events that influenced principals' support for…
Descriptors: Foreign Countries, Principals, Educational Practices, Administrator Attitudes
In Search of How Principals Change: A Qualitative Study of Events That Help and Hinder Administrator Support for School-Wide PBIS
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McIntosh, Kent; Kelm, Joanna L.; Canizal Delabra, Alondra – Grantee Submission, 2016
Research has shown principal support to be a critical variable for implementing and sustaining evidence-based practices. However, there remains little understanding of the factors that may influence a principal's personal decision to support a practice. The purpose of the current study was to examine events that influenced principals' support for…
Descriptors: Foreign Countries, Principals, Educational Practices, Administrator Attitudes
Positive Behavioral Interventions and IDEA 2004: Opportunities for Parenting and Teaching. Revised December 2015
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Ohio Coalition for the Education of Children with Disabilities, 2015
The Individuals with Disabilities Education Act (IDEA) requires that each child identified as a student with a disability be provided free and appropriate education (FAPE). This is accomplished through the implementation of an Individualized Education Program (IEP) developed by parents and school personnel. This plan guides the provision of…
Descriptors: Positive Behavior Supports, Intervention, Disabilities, Educational Legislation