Sustained implementation of effective behavior support systems and practices is critical for improving academic and behavior outcomes for students with and without disabilities. Although implementation studies have identified variables facilitating sustained implementation of Tier 1 behavior support systems in schools, little research exists…

The purpose of this longitudinal study was to examine patterns in implementation of Tier 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 three years of Tier 2…

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…

Positive school climates are associated with numerous benefits for students and school staff. Although there is some evidence that the implementation of school-wide positive behavioral interventions and supports (SWPBIS) impacts features of school climate, such as organizational health, the specific aspects of SWPBIS that contribute to climate…

Behavior intervention plans (BIPs) are intended to help educators systematically support students with behavioral problems at school. Previous research confirms that the effectiveness of a BIP depends on the degree to which the plan is technically adequate and implemented with integrity. What remains unclear from the literature is how professional…

Despite more than a century of academic scrutiny on parental discipline of children, parents' use of positive discipline practices is not well understood. This article draws from a larger study (Southey, 2020) aimed at understanding the prosocial practices parents use to guide their children's social, emotional, and behavioural development, and…

School liking shows clear associations with academic success, yet we know little about how it changes over levels of schooling, what predicts liking school at each level, or how attending alternative schools like Montessori might impact liking. To better understand school liking across time and education settings, we surveyed adults about how much…

The purpose of the present study is to investigate if early childhood educators' behavioral supports for young children are associated with their metacognitive knowledge of general problem-solving strategies. A sample of 175 Korean early childhood educators were surveyed regarding their implementation of behavioral support and meta-cognitive…

The goal of this study was to extend what is known about factors that contribute to the language-learning environment in early childhood classrooms. Two primary research questions were addressed: (a) Are measures of teacher use of classroom-wide positive behavior intervention and support (PBIS) strategies associated with the quality of teacher…

Positive behavioral interventions and support (PBIS) is a multitiered framework for behavioral support that is being increasingly implemented in schools. Although research has linked PBIS to improved student outcomes, less research is longitudinal and considers both academic and behavioral outcomes. This study examined the relationships between…

Aim: Bullying is a significant problem among school children and within the climate and culture of many schools. Research has indicated that environmental and psychosocial factors may play an important role in the culture change needed to minimise bullying behaviours in schools (Goldweber et al., 2013; Mehta et al., 2013; Sapouna & Wolke,…

Check In Check Out (CICO) is one of the most empirically supported Tier 2 behavior interventions for students who require additional supports to experience success. CICO incorporates regular performance feedback and adult interaction throughout the day in alignment with school-wide expectations. Performance feedback includes both reinforcing and…

In this 3-year prospective study, we tested the extent to which school-, practice-, and district-level variables predicted sustained implementation for schools in various stages of implementation of school-wide positive behavioral interventions and supports (SWPBIS) Tier 1 (universal) systems. Staff from 860 schools in 14 U.S. states completed a…

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…

Exclusionary practices, including suspension, expulsions, and office discipline referrals, to student misbehavior, can have a lasting impact on student outcomes. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a universal behavioral framework designed to support school personnel prevent and respond to challenging student…