Although the number of U.S. schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators (N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and…

This study evaluated teachers' use of universal Program-Wide Positive Behavior Support (PW-PBS) practices at a class-wide level, the rate of disruptive behavior, and the level of academic engagement in Singapore preschool general education classrooms. Evaluation was carried out in 32 classrooms using mainly direct observational methods. Findings…

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS…

This report documents the reliability and validity of scores on the Preschool-Wide Evaluation Tool (PreSET), an assessment used to measure program-wide implementation of the universal level of positive behavior interventions and support (PBIS) in early childhood settings. Initial analyses of descriptive statistics, item, subscale, and total…

The transition of young children with autism from preschool to kindergarten is an important event both for sustaining gains made during preschool and for establishing future social and academic development. This article provides a summary of 25 transition elements identified from the research literature as important for a successful transition.…