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Courtney Marion – ProQuest LLC, 2024
The qualitative case study explores the experiences and perceptions of elementary school teachers' implementation of Positive Behavioral Interventions and Supports (PBIS) for behavioral management in their classrooms. The study addresses the increasing issue of behavioral problems affecting instruction and academic outcomes in the classroom. By…
Descriptors: Elementary School Teachers, Elementary Schools, Teacher Attitudes, Positive Behavior Supports
Emma Watson; Ben Hayes – Support for Learning, 2024
A single case experimental design with multiple baselines was employed to explore the relationship between a solution focused intervention delivered by school staff and the externalising behaviour of four primary school pupils. The intervention took place over four to five sessions, which were delivered by non-specialist school staff with the use…
Descriptors: School Personnel, Elementary School Students, Intervention, Behavior Modification
Sorn Kham – ProQuest LLC, 2024
The focus of this doctoral project was to investigate the implementation of a new behavioral management system, Positive Behaviors Intervention and Support (PBIS), by the teaching staff in grades K-6 at a specific school. The aim of PBIS is to create a consistent set of behavior expectations across the entire campus, rather than just within…
Descriptors: Behavior Modification, Positive Behavior Supports, Elementary School Students, Expectation
Brian A. Jackson; Pauline Moore; Jennifer T. Leschitz; Benjamin Boudreaux; Jo Caulkins; Shoshana R. Shelton – RAND Corporation, 2025
Violence by K-12 students is disturbingly common. Ensuring that schools have effective ways to identify and prevent such incidents is becoming increasingly important. Various concerning behaviors or disturbing communications, including direct threats, can precede acts of violence. Although removing every student exhibiting such behaviors might…
Descriptors: School Violence, Prevention, Intervention, Risk Assessment
Angus Kittelman; M. Kathleen Strickland-Cohen; Mimi McGrath Kato; Kent McIntosh; Robert H. Horner – Grantee Submission, 2025
Check-In/Check-Out (CICO) is a widely implemented, evidence-based Tier 2 behavior intervention used primarily in schools implementing Positive Behavioral Interventions and Supports (PBIS). The purpose of this national extant study was to examine implementation patterns using an extant database of 24,425 students within 1,766 schools across 40 U.S.…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Student Participation, Elementary School Students
Majeika, Caitlyn E.; Wehby, Joseph H.; Hancock, Eleanor M. – Behavioral Disorders, 2022
Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of Check-in Check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in…
Descriptors: Behavior Modification, Positive Behavior Supports, Student Behavior, Behavior Problems
Yvette Mercado-Tilley – ProQuest LLC, 2022
This research study investigated the impact of implementing a Positive Behavior Interventions and Supports (PBIS) bus framework on student behavior. Pre and post-implementation data were collected from an elementary school (K-4) in a large suburban school district on Long Island. The school has been implementing PBIS school-wide but not a…
Descriptors: Positive Behavior Supports, Behavior Problems, Student Behavior, Bus Transportation
Stacy N. McGuire; Hedda Meadan; Rebecca Folkerts – Child & Youth Care Forum, 2024
Background: Students with behavioral support needs are educated in elementary classrooms daily. However, teachers receive limited training to support students, resulting in limited preventative and intervention services for such students. It is currently unclear what types of training preservice and inservice teachers receive, their perceptions of…
Descriptors: Classroom Techniques, Behavior Modification, Student Behavior, Elementary School Students
Debra R. Thompson – ProQuest LLC, 2021
Student behavior within our school system has been and still is an area of concern. There are many different approaches to maintaining a healthy and safe culture for learning. Positive Behavior Interventions and Supports (PBIS) programs can have a powerful impact on schools. No matter the goal of the PBIS program, a school's climate and culture…
Descriptors: Teacher Attitudes, Positive Behavior Supports, Intervention, Elementary School Teachers
Casey B. Chauvin; Joseph H. Wehby; Lee Kern – Journal of Positive Behavior Interventions, 2024
Within the context of a multi-tiered framework for behavior support, intervention intensification is warranted when a Tier II intervention fails to adequately address a targeted behavior. A traditional approach to intensification is to shift from standardized supports at Tier II to individualized and more resource-intensive supports at Tier III.…
Descriptors: Behavior Modification, Multi Tiered Systems of Support, Intervention, Positive Reinforcement
Inoue, Masahiko; Inoue, Naho – Journal of Positive Behavior Interventions, 2023
We conducted a school-wide training for Japanese preschool teachers based on the behavioral and functional approach to children with problem behaviors. Twenty-five Japanese teachers at a kindergarten and nursery school participated in the program, attending six training sessions and four case-study meetings. The training sessions consisted of (a)…
Descriptors: Foreign Countries, Preschool Teachers, Student Behavior, Behavior Problems
Nelen, Monique J. M.; Scholte, Ron H. J.; Blonk, Anita M.; van der Veld, William M.; Nelen, Wendy B. L.; Denessen, Eddie – Psychology in the Schools, 2021
In 2009, School-Wide Positive Behavioral Interventions and Supports (SWPBIS) was introduced in the Netherlands to support schools in creating safe learning environments. In this longitudinal study, we explored effects of SWPBIS on student outcomes in the Netherlands. Fidelity of implementation of SWPBIS has been associated with improved student…
Descriptors: Positive Behavior Supports, Intervention, Behavior Modification, Foreign Countries
Moore, Tara C.; Gordon, Jason R.; Williams, Angela; Eshbaugh, Jessica F. – Behavioral Disorders, 2022
A within-participant withdrawal design was used to examine the effects of a positive version of the Good Behavior Game (GBG) for three students in an elementary special education classroom for students with emotional or behavioral disorders (EBD). Results indicated immediate improvements in disruptive behavior and academic engagement for all three…
Descriptors: Student Behavior, Behavior Modification, Self Contained Classrooms, Emotional Disturbances
Hongbiao Yin; Yangyang Guo – European Journal of Education, 2024
With a sample of 470 kindergarten teachers in Hong Kong, this study first examined these teachers' emotion regulation strategies assessed by a newly adapted scale, the Kindergarten Teacher Emotion Regulation Scale. Then, the study adopted a person-centred approach and conducted the latent profile analysis, identifying different profiles of…
Descriptors: Foreign Countries, Kindergarten, Preschool Teachers, Emotional Development
Megan E. Carpenter; Ya-yu Lo; Virginia L. Walker; Andy B. Masud; Melissa C. Tapp – Psychology in the Schools, 2023
Students with autism spectrum disorder (ASD) who have extensive support needs (ESN) may require support to develop appropriate social behavior. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework to support the social and behavioral needs of all students. As an evidence-based practice commonly used as…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Student Needs, Social Behavior