The PBIS Framework has demonstrated effectiveness in supporting schools in improving various prosocial outcomes including improved social, emotional, and behavioral skills; increased academic outcomes and attendance; decreased exclusionary discipline (e.g., office referrals, suspensions); and reduced reports of bullying and substance abuse. In…

Many early childhood programs are not prepared to meet the needs of children who have significant social, emotional, and behavioral challenges. "Program-Wide Supports for Pyramid Model Implementation" (PWS-PMI) provides a systematic approach to supporting early childhood programs using Pyramid Model practices and enhancing children's…

Implementation of multi-tiered systems of support is occurring within and across a number of countries with an increased recent focus on the development of local system capacity to maintain high levels of practice implementation fidelity. The purpose of this paper is to describe the importance of local capacity development in the high fidelity and…

Scholars have explored the impact of comprehensive school counseling programs on student outcomes, including those programs that garnered the RAMP (Recognized ASCA [American School Counselor Association] Model Program) designation. A surfeit of empirical examinations of positive behavioral interventions and supports (PBIS) outcomes also are…

Schools implementing positive behavioral interventions and supports work to establish and maintain fidelity of school-wide systems and practices. Depending on the mobility rate of the student population, initial efforts may not be enough to adequately support and personalize the induction experience for highly mobile students. This monograph will…

This article describes Prevent-Teach-Reinforce for Young Children (PTR-YC), a model based on extensive research that is designed for feasibility and effectiveness for treating challenging behaviors in classroom settings. This model is designed to meet the needs of children with and without disabilities who engage in challenging behavior that…

Positive behavior interventions and supports (PBIS) is an evidence-based framework for preventing and treating challenging behavior in schools and improving overall school climate. The efficacy of this positive, proactive framework has been well established across varying school settings, yet little is known about schoolwide PBIS implementation…

School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a widely used framework for supporting student social and academic behavior. Implementation science indicates that one effective way to implement and scale-up practices, such as SWPBIS, is through coaching; thus, there is a need for efficient, cost-effective methods to develop…

This preliminary study investigated the use of the Function-Based Intervention Decision Model (Decision Model; Umbreit, Ferro, Liaupsin, & Lane, 2007) to improve teacher treatment integrity for a function-based classroom management plan. The participants were a special education teacher and three elementary-age students receiving special…

We conducted a potential efficacy trial examining the effects of classroom-wide implementation of the "Pyramid Model for Promoting Young Children's Social-Emotional Competence" on teachers' implementation of "Pyramid Model" practices and children's social-emotional skills and challenging behavior. Participants were 40 preschool…