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Direct linkVan Camp, Alyssa M.; Wehby, Joseph H.; Copeland, Bailey A.; Bruhn, Allison L. – Journal of Positive Behavior Interventions, 2021
School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are…
Descriptors: Positive Behavior Supports, Program Implementation, Intervention, At Risk Students
Dearbhaile Mahon; Ciara Gunning; Jennifer Holloway; Helena Lydon – Journal of Positive Behavior Interventions, 2020
Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that…
Descriptors: Preschool Education, Student Behavior, Behavior Problems, Positive Behavior Supports
Horner, Robert H.; Sugai, George; Smolkowski, Keith; Eber, Lucille; Nakasato, Jean; Todd, Anne W.; Esperanza, Jody – Journal of Positive Behavior Interventions, 2009
We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii and Illinois where training and technical assistance in SWPBS was provided by regular state personnel over a 3-year period. Results document that the…
Descriptors: Behavior Disorders, Technical Assistance, Positive Reinforcement, Behavior Modification
Lane, Kathleen Lynne; Kalberg, Jemma Robertson; Mofield, Emily; Wehby, Joseph H.; Parks, Robin J. – Remedial and Special Education, 2009
This study examined outcomes associated with participation in a program, Preparing for the ACT, designed to enhance student performance (N = 126) on the ACT college entrance exam. This targeted intervention was implemented as part of a three-tiered model of positive behavior support. Results of descriptive analyses revealed that only academic…
Descriptors: Quasiexperimental Design, Intervention, Academic Achievement, Program Effectiveness
