The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff's perceived barriers to and facilitators of implementing the Inclusive Behavioral Support in Schools program. Using confirmatory factor analysis, we…

A restrictive practice (RP) is defined as a practice or intervention that has the effect of restricting the rights or freedom of movement of a person, and includes physical, mechanical, and chemical restraint, and seclusion. If misused or overused, RPs may present serious human rights infringements. In Australia, behaviour support practitioners…

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…

In response to two calls for continued research focused on PBIS and students with extensive support needs, researchers from the TIES Center and Center on PBIS conducted this literature review to summarize the current literature. This report summarizes the characteristics of the literature and implications for practice and future research…

Schoolwide positive behaviour support (SWPBS) programs have proven to be largely effective at reducing problem behaviour in schools. Full implementation of SWPBS has been associated with positive behavioural and academic outcomes. However, despite their effectiveness, implementation rates of SWPBS remain low. For SWPBS to be sustained, a number of…

School-Wide Positive Behavior Interventions and Supports (SWPBIS) is a multi-tiered system of student support that emphasizes the use of positive behavior strategies for a school's students. Schools are adopting SWPBIS because it gives staff the opportunity to teach desired behaviors to students and emphasizes the enhancement of instructional time…

Challenging behaviors are linked to negative long-term developmental outcomes for young children with disabilities and remain a primary focus of service delivery for many early intervention practitioners and families. Positive Behavior Interventions and Supports (PBIS) is a tiered prevention framework that recommends evidence-based positive…

Secondary students with specific learning disabilities (SLD) can often demonstrate skill deficits and problem behaviors in general education classes. Teachers generally understand how to implement intensive interventions, yet may not know how to address skill deficits and off-task behaviors using a function-based approach or may encounter barriers…

Behavior intervention plans (BIPs) based on a functional behavior assessment are supported by a large body of research showing their potential for positively impacting student behavior; however, research also indicates that many classroom teams struggle to implement BIPs with fidelity. We conducted a statewide survey of over 600 teachers to…

A shift from reactive and punitive practices in secure juvenile facilities has prompted facilities in the United States to adopt multitiered systems of support such as facility-wide positive behavioral interventions and supports (FW-PBIS) to address climate and culture concerns. To date, most implementation efforts have focused on defining adult…

Purpose: The purpose of this research was to explore how PBIS and equity interacted according to school and district leaders. Research methods/approach: This study examined how five schools made meaning of the implementation process, ongoing efforts, and structures created. Through a case study including interviews, focus groups, and observations,…

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…

In response to challenging behaviour from students with emotional and behavioural difficulties (EBD), teachers around the world often label students as challenging, defining them by their disability. Negative views of students with EBD are a barrier to their inclusion and a major challenge for policy in the United States and elsewhere associated…