Evidence demonstrating the effectiveness of the School-wide Positive Behaviour Intervention Support model (SWPBIS) in managing problem behaviour among school students has been widely disseminated. As a result, the SWPBIS model is now widely implemented in schools across the US. Despite its widespread implementation and evidence demonstrating its…

Although there is increasing awareness of policy decisions contributing to disproportionality in exclusionary practices, few studies have empirically examined common elements of discipline policies across the nation. We utilized a methodological review and the Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE) to…

Exclusionary practices, including suspension, expulsions, and office discipline referrals, to student misbehavior, can have a lasting impact on student outcomes. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a universal behavioral framework designed to support school personnel prevent and respond to challenging student…

Although there is increasing awareness of policy decisions contributing to disproportionality in exclusionary practices, few studies have empirically examined common elements of discipline policies across the nation. We utilized a methodological review and the Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE) to…

Positive behaviour support (PBS) has become well established as an intervention approach for individuals with intellectual disability and challenging behaviour. However, what remains unexplored is the relationship between PBS and the medical and social models of disability, which historically are the dominant conceptual frameworks put forward in…

The social domain is 1 of 5 preschool curricular domains in mainland China. Chinese preschool teachers are expected to use teaching practices that foster young children's social competence. The purpose of this study was to explore a small sample of Chinese preschool teachers' use of teaching and behavior support practices associated with the…

Direct behavior ratings have been identified as a practical and feasible alternative to direct observation of behavior for monitoring behavioral progress. Despite the evidence of usability, there have been calls for further examination of direct behavior ratings using different behaviors and scales. To this end, we examined the ratings of…

Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. "Multi-tiered systems of support" (MTSS), such as "School-Wide Positive Behavior Interventions and Supports" (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and…

Positive Behavioral Interventions and Supports (PBIS) is a framework that has been employed in schools in order to promote not only improved behavioral outcomes but academic outcomes as well. PBIS has three core elements: use of a three-tiered prevention model, application of evidence-based practices, and creation of systems to support and sustain…

Universal behavioral screening is a major part of positive behavioral support and response to intervention systems. Program-wide positive behavioral interventions and supports (PBIS) focuses on establishing social, emotional, and behavioral competence through promotion of a small set of behavioral expectations that are agreed upon, taught, and…

We present a dynamic systems perspective for the intensification of interventions for students with emotional and behavioral disorders (EBD). With this framework, we suggest behavior involves the contributions of multiple factors and reflects the interplay between the characteristics of the student and the ecologies in which he or she is embedded.…

We present a dynamic systems perspective for the intensification of interventions for students with emotional and behavioral disorders (EBD). With this framework, we suggest behavior involves the contributions of multiple factors and reflects the interplay between the characteristics of the student and the ecologies in which he or she is embedded.…

To illustrate the three-tiered model, Tier I (universal) supports are delivered similarly to all students in all settings, and at least 80% of students are expected to respond to these supports. Beyond universal supports, Tier II (targeted) supports serve 10-15% of students whose behavior does not respond to Tier I supports. A small group of…

Bully Prevention in Positive Behavior Support (BP-PBS) is a prevention-oriented program created to support students with strategies to combat bullying. BP-PBS supports the idea that all students should have access to positive behavior support to minimize problem behavior at school (Horner, 2011). The goal of this study was to investigate the…