Research shows that schools struggle with conducting high quality functional behavior assessments (FBA) and implementing effective behavior intervention plans (BIP). Access to training is a documented challenge to effective implementation. One training with preliminary empirical support is Basic FBA. This pilot study extended the research on Basic…

In recent years, high schools have turned to PBIS to address issues related to dropout rates, school climate, and disciplinary practices. However, high schools pose unique implementation challenges when compared to elementary and middle schools, such as large school sizes, organization and culture focused on academics rather than behavior, and the…

Elementary teachers (N = 160) from two districts responded to survey questions about inservice professional development and administrator feedback and support for implementing research-based, effective classroom and behavior management (C/BM) strategies. Results indicated slightly more than half (55%) of teachers reported their participation in…

Students identifying as lesbian, gay, bisexual, transgender, or questioning/queer (LGBTQ) often face bullying and inequity in classrooms and schools across the United States. This article outlines a school-wide coaching framework to create safe spaces at elementary and secondary levels for students who identify as LGBTQ. Although well-intentioned,…

A survey study of 248 educators in four states was conducted to identify respondents' formal training, use, and perceived effectiveness of 37 evidence-based classroom management practices within four general categories: (a) antecedent-based, (b) instructionally based, (c) consequence-based, and (d) self-management. Results indicated that, on…

Many schools are beginning to implement universal behavior management interventions as part of multitiered systems of support. Past research suggests that teachers need support to implement new practices with fidelity. Coaching is one method for supporting implementation, but little is understood about how coaching takes place when relying on…

School-site and district-level leadership teams rely on the existing knowledge base to select, implement, and evaluate evidence-based practices meeting students' multiple needs within the context of multitiered systems of support. The authors focus on the stages of implementation science as applied to Tier 2 and Tier 3 supports; the…

On the basis of the implementation of Schoolwide Positive Behavior Supports in high schools, the present study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing Schoolwide Positive Behavior Supports. The effectiveness of the 2 additional items…

The purpose of this case study was to expand the literature base regarding the application of high school schoolwide positive behavior support in an urban setting for practitioners and policymakers to address behavior issues. In addition, the study describes the use of the Change Point Test as a method for analyzing time series data that are…

Discusses the failure of schools to prepare students with disabilities, their peers, the faculty, or the environment before placing a student with a disability in the general-education classroom. Components of a quality program for students with disabilities are described, including an appropriate curriculum and specific successful classroom…