Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a framework intended to benefit all students in a school. However, recent research suggests that students with significant disabilities may not fully participate in SWPBIS. Given the complex reasons for varied involvement in SWPBIS (e.g., student educational placement), the…

A majority of students with emotional and behavioral disorders (EBD), particularly those served in alternative educational settings, have a history of trauma exposure before placement. Evidence-based interventions such as Check-In/Check-Out (CICO) may be more effective for these students if the interventions are systematically adapted to include…

Students with disabilities (SWDs) face challenges in following rules and expectations. The problem addressed by this study was that SWDs experience disproportionate levels of exclusionary discipline when compared to their non-disabled peers. This quantitative causal-comparative study examined the impact of different levels of positive behavior…

School-wide positive behavior interventions and supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we conducted a conceptual replication of Grasley-Boy et al. (2022a) and used a series of two-level linear multilevel analyses to examine the impact of SWPBIS fidelity on 10…

Students with emotional and behavioral disorders (EBD) generally have behavior support plans that are based on a functional behavioral assessment. This article provides educators practical guidelines for conducting a "multiple stimulus without replacement" (MSWO) preference assessment to rank order preferred activities that will align…

School-wide Positive Behavioral Interventions and Supports (SWPBIS) is an inclusive multi-tiered system of behavioral supports that has been widely adopted by K-12 schools in the United States. SWPBIS focuses on creating safe, equitable, and inclusive school environments and has been linked to both positive behavioral and academic outcomes for…

To support all students, including students with disabilities, many schools have adopted a positive behavioral interventions and supports (PBIS) framework. Although rigorous research documents the beneficial effects of Tier 1 PBIS for all students and emerging research extends these findings to students with disabilities, there has not been a…

This brief describes how educators use a function-based approach to (a) prevent contextually inappropriate behaviors and (b) teach and encourage social, emotional, and behavioral skills throughout the PBIS continuum of support. In addition, this brief highlights critical features of effective functional behavioral assessment (FBA) and behavior…

Students with disabilities are more likely to experience exclusionary and reactive discipline practices than students without disabilities. Fortunately, when educators implement positive, proactive, and evidence-based practices within a Positive Behavioral Interventions and Supports (PBIS) framework, students with disabilities benefit. In this…

Alternative education (AE) settings support students with significant social-emotional and behavioral needs. Such settings often implement individualized programming; however, this presents challenges with staffing resources and training. Application of systems to address behavior on a schoolwide level could simplify training, increase staffing…

Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for…

In 2023, the Australian Education Research Organisation (AERO) investigated student attendance in Australian schools at the request of Education Ministers. Two literature reviews were commissioned as part of this project. This rapid literature review is the result of a systematic review of 332 peer-reviewed journal articles that describe studies…

This article describes a collaborative faculty research project developed to support a university preschool in their transition to becoming an inclusive programme. The project, conducted in the southeastern region of the United States, facilitated the development and implementation of the first two tiers of a system of Program-Wide Positive…

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…

Check-in/check-out (CICO) is an evidence-based multicomponent intervention widely implemented in elementary and middle schools. The purpose of this study was to evaluate whether an adapted CICO intervention, with CICO components designed to be more developmentally appropriate for adolescents and contextually relevant for high schools, could be…