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St. Joseph, S.; Putnam, R.; Racine, J.; West. J.; Casavant, A. – Center on Positive Behavioral Interventions and Supports, 2023
The National Center on Positive Behavior Interventions and Supports (PBIS) provides professional development and technical assistance to more than 27,000 schools nationwide (OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports, 2021). Although much has been documented on the impact of Tier I PBIS implementation with…
Descriptors: Positive Behavior Supports, Program Implementation, Fidelity, Elementary Schools
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Jill Locke; Nathaniel J. Williams; Aksheya Sridhar; Mark G. Ehrhart; Alex Dopp; Marissa Thirion; Christine Espeland; Brandon Riddle; Kelcey Schmitz; Kurt Hatch; Lindsey Buehler; Aaron R. Lyon – Grantee Submission, 2025
Background: Schools need to implement universal student supports that prevent social, emotional, and behavioral difficulties; minimize associated risks; and promote social, emotional, and behavioral competencies. The purpose of this study is to examine the efficacy of the Helping Educational Leaders Mobilize Evidence (HELM) implementation strategy…
Descriptors: Positive Behavior Supports, Elementary Schools, Program Implementation, Program Effectiveness
Bob Matthews – ProQuest LLC, 2022
Previously there was limited information comparing urban and rural and elementary and secondary public schools' implementation of the PBIS program. This study sought to fill a gap in the research as to if there is a statistical difference not addressed previously in the peer-reviewed literature. This study offers insight and data to school leaders…
Descriptors: Positive Behavior Supports, Program Effectiveness, Elementary Schools, Secondary Schools
Amber R. Hill – ProQuest LLC, 2024
Leadership, teachers, and parents have observed significantly disproportionate discipline of African American students at urban elementary schools located in Ohio, despite the implementation of positive behavior intervention supports (PBIS). This basic qualitative study explored teacher perceptions of the overrepresentation of disciplinary actions…
Descriptors: African American Students, Discipline, Disproportionate Representation, Urban Schools
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McDaniel, Sara C.; Cohen, Daniel; Bruhn, Allison L. – Behavioral Disorders, 2022
Targeted Tier 2 interventions are critical to supporting students with challenging behavior and decreasing the resources associated with highly individualized and intense interventions. This study extends findings from recent single-case design studies and case example applications of the Tier 2 Identification and Intervention framework with the…
Descriptors: Intervention, Urban Schools, Elementary Schools, Discipline
Brunson, Brittany Nicole – ProQuest LLC, 2023
Misbehavior in the classroom and school can have an opposing effect on the teaching and learning process. According to Anderson-Saunders (2016), an effective disciplinary system cohesively ensures practices of preventive disciplinary measures by first providing students a secure and encouraging atmosphere in which they have the chance to flourish…
Descriptors: Elementary School Teachers, Educational Legislation, Elementary Secondary Education, Federal Legislation
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National Center for Education Evaluation and Regional Assistance, 2022
Students' early problem behaviors in school can be disruptive and even hinder their learning and long-term success. To prevent and address these problem behaviors, schools across the country report adopting multi-tiered systems of support for behavior (MTSS-B). This one-page document highlights findings from "Study of Training in Multi-Tiered…
Descriptors: Behavior Problems, Student Behavior, Positive Behavior Supports, Training
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Gage, Nicholas A.; Rose, Chad A.; Kramer, Dennis A., II. – Behavioral Disorders, 2019
Bullying continues to be a major concern in U.S. schools and is the focus of myriad prevention and intervention efforts. Researchers have recently cited school-wide positive behavior interventions and supports (SWPBIS) as a prevention framework for reducing school-based bullying. Therefore, we examined the effect of universal SWPBIS implemented…
Descriptors: Bullying, Student Attitudes, Positive Behavior Supports, Intervention
Alecia J. Middleton – ProQuest LLC, 2019
The purpose of this quantitative study was to better understand school wide Positive Behavior Intervention and Support (SwPBIS) implementation through a multi-dimensional conceptual lens of leadership efficacy. This study examined the relationship amongst the PBS team, faculty commitment, and student behavior outcomes within 71 Elementary schools…
Descriptors: Positive Behavior Supports, Leadership Effectiveness, Teamwork, Teacher Role
Melissa Ley – ProQuest LLC, 2020
Today the school-wide behavior management program, Positive Behavioral Interventions and Supports, or PBIS, follows the Multi-Tiered Systems of Support (MTSS) framework when addressing students with behavior challenges in general education classrooms. PBIS provides a collaborative framework of problem solving and evidence-based strategies, thus…
Descriptors: Positive Behavior Supports, Student Behavior, Problem Solving, Multi Tiered Systems of Support
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Wang, Elaine L.; Lee, Emma – Journal of Positive Behavior Interventions, 2019
Responsive circles, a restorative practices (RP) strategy, have the potential to help improve school climate through supporting conflict resolution and community building; yet, little research exists on this practice. This mixed-methods study examined how educators in four urban schools (two elementary, one middle, and one high school) used…
Descriptors: Positive Behavior Supports, Urban Schools, Interpersonal Relationship, Program Implementation
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Noltemeyer, Amity; Palmer, Katelyn; James, Anthony G.; Wiechman, Shanice – International Journal of School & Educational Psychology, 2019
Although evidence suggests significant and positive relationships between School-Wide Positive Behavioral Interventions and Supports (SWPBIS) implementation and student outcomes, research is still needed to review and consolidate this existing literature base. The current study synthesized findings from 55 cases in order to better understand the…
Descriptors: Positive Behavior Supports, Case Studies, Academic Achievement, Educational Research
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Palmer, Katelyn; Noltemeyer, Amity – Teacher Development, 2019
Research has identified several factors that contribute to the effectiveness of professional development opportunities in schools including improvement of participants' knowledge, administrator support, incorporation of active learning activities, duration, fostering coherence, and timing. The current case study examined how these six factors…
Descriptors: Positive Behavior Supports, Professional Development, Active Learning, Knowledge Level
Sobeck, Emily E.; Robertson, Rachel; Smith, Jesse – Journal of Special Education, 2020
Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive…
Descriptors: Paraprofessional School Personnel, Teaching Methods, Training, Inclusion
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Charlton, Cade T.; Moulton, Sara; Sabey, Christian V.; West, Richard – Journal of Positive Behavior Interventions, 2021
A safe, supportive school climate is critical for school effectiveness. Unfortunately, the research linking a positive school climate to critical student outcomes includes few systematic reviews of the school climate literature and no reviews focused on the effects of interventions to improve school climate. This review examined the methodological…
Descriptors: Educational Environment, Intervention, Teacher Attitudes, Student Attitudes
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