Facilitating success for students with behavioral health challenges requires effective collaboration among professionals from traditionally disparate systems (e.g., education, health, and mental health). The current investigation describes a case-study implementation of a school-based learning collaborative model and explores its effectiveness in…

Despite the potential benefits of integrating family-school partnerships into school-wide PBIS, many barriers persist that limit a school's ability to engage in meaningful family-school partnerships. These barriers to implementation suggest the importance of understanding the extent to which school teams can overcome these obstacles and promote…

Despite the potential benefits of integrating family-school partnerships into school-wide Positive Behavioral Interventions and Supports (PBIS), many barriers persist that limit a school's ability to engage in meaningful family-school partnerships. These barriers to implementation suggest the importance of understanding the extent to which school…

This study explores teachers' experiences with School-Wide Positive Behaviour Interventions and Support (SWPBIS) at three special education (SPED) schools type 4 in the Netherlands. These SPED schools focus on supporting children with mental health difficulties or challenging behaviour. In 2014, an Act was introduced in the Netherlands with the…

Children with diagnosed disabilities, teachers and classroom staff, and families living in rural areas have difficulty accessing any and all behavioral services, including parent training, due to a lack of providers, distance to clinics, cost of transportation, low income and/or inadequate health insurance, and confidentiality concerns from living…

Background: Antipsychotic medications are used among 19%--58% of adults with intellectual disabilities to manage challenging behaviour against the NICE guideline recommendations. Studies show that it is possible to completely withdraw antipsychotics in about one third of adults with intellectual disabilities and a dose reduction of 50% or more in…

Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school…

Progress monitoring is an essential element of effectively implementing individualized behavior support. Behavioral progress monitoring allows student support teams to evaluate both the effectiveness of interventions and the fidelity of plan implementation. The purpose of this discussion article is to provide recommendations and guiding questions…

Introduction: The United Kingdom's Department for Education's advice on behaviour focuses on the power of staff and the strength of the policy in challenging behaviour, via rules, sanctions and rewards. We designed a video-feedback intervention for staff teams in a special educational setting who were working with children with intellectual…

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework that provides a continuum of supports for students across multiple tiers (Tiers 1, 2, and 3). The implementation of SWPBIS is associated with improvements in student behavior, academic outcomes, and school climate (Bradshaw, Koth, Bevans, Ialongo,…

This study investigated the Caught Being Good Game (CBGG), for use with an adolescent student population. The CBGG is a positive variation of the Good Behavior Game (GBG), a popular group contingency intervention in classroom management literature. In this positive version, teams of students receive points for engaging in desirable behavior,…

Thousands of schools across the United States, and worldwide, implement School-Wide Positive Behavioral Interventions and Supports (SWPBIS). SWPBIS provides a framework whereby teams of educators engage in data-based decision making to select, implement, and monitor a continuum of behavioral supports and build sustainable systems to promote…

Students with challenging, disruptive behavior have difficulty learning in school, and their behavior adversely impacts the learning of other students and the classroom teacher. Class-Wide Function-related Intervention Teams (CW-FIT) is an evidence-based approach that teachers can use to prevent and reduce problem behavior and increase prosocial…

With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused Positive Behavioral…

With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused PBIS intervention. A…