This brief describes how state education agencies can support the implementation of Positive Behavioral Interventions and Supports (PBIS) in charter schools. The Nevada PBIS Technical Assistance Center, located within the University of Nevada, Reno, is charged with supporting PBIS in all Nevada schools. The center has successfully supported…

The Every Student Succeeds Act was passed in 2015, requiring schools to choose an accountability measure to accompany standardized achievement assessments. This act charges schools to educate students on academic standards and address the whole student socially and emotionally. One climate variable not widely studied in America is students' sense…

There is increased focus on narrowing the research-to-practice gap in education for students with autism. Positive Behavior Interventions and Supports (PBIS) is an evidence-based and widely implemented framework designed to improve outcomes for all students; however, relatively little attention has focused specifically on using the PBIS framework…

The negative outcomes of exclusionary discipline practices on children and youth are well established. Fortunately, for the past two decades, research has demonstrated that pro-active instructional approaches and building supportive class and school environments can effectively promote student social, emotional, and behavioral well-being,…

We aimed to identify empirically valid cut scores on the positive behavioral interventions and supports (PBIS) Tiered Fidelity Inventory (TFI) through an expert panel process known as bookmarking. The TFI is a measurement tool to evaluate the fidelity of implementation of PBIS. In the bookmark method, experts reviewed all TFI items and item scores…

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…

The demonstration of positive impact has accelerated the adoption of the PBIS [Positive Behavioral Interventions and Supports] framework across the country in different school settings. The purpose of this evaluation brief is to provide an initial descriptive snapshot of the current status of PBIS implementation in rural schools.

This evaluation brief identifies the average time between initial PBIS training at each tier and identifies criteria state-level leadership teams use to determine readiness for Tier 2 and 3 training. The sample includes 2,488 U.S. schools across five states trained between the 2005-06 and 2018-19 school years. Findings indicate that the average…

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…

Now in a revised and updated second edition addressing the evolving needs of today's K-12 educators, this established classroom resource is written by leaders in positive behavioral interventions and supports (PBIS). Brandi Simonsen and Diane Myers provide a vital classroom management and behavior support toolkit with a primary focus on universal…

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based practice that promotes positive academic and behavioral outcomes for all students and is intended to support the needs of all students across three tiers of support. However, research suggests students with complex support needs have limited access to Tier 1 PBIS. Teachers'…

All interventions -- whether academic, behavioral, or social-emotional -- should be consistently delivered as planned to realize desired student outcomes. In other words, they should be delivered with fidelity. School psychologists can address this concern by monitoring fidelity and providing support for intervention implementation. In this final…

The purpose of this longitudinal study was to examine patterns in implementation of Tiers 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2…

School-wide PBIS implementation is associated with positive academic and behavioral outcomes. Research supports the importance of school context in implementation and sustainment, but more work is needed to explore the role of community locale, particularly for rural communities that experience context-specific strengths and challenges in…

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…