The purpose of Tier 2 positive behavior interventions and supports (PBIS) is to address identified social, emotional, and behavioral needs with efficient, targeted interventions. Although only 10% to 15% of each school's population will require Tier 2 supports, without effective systems, practices, and data, students will continue to demonstrate…

Positive and constructive feedback is a form of positive reinforcement essential to effective instruction and classroom management. This article provides practitioners with a range of realistic positive and constructive feedback strategies and descriptions of how such feedback can be implemented in schools and classrooms, with a special focus on…

The multi-tiered system of supports (MTSS) design provides academic and behavioral support for students. Children with emotional behavior disorders need these interventions and support to develop management skills. Students identified with the emotional, behavioral disorder (EBD) or with being emotionally disturbed (ED) could have a range of…

Progress monitoring is an essential element of effectively implementing individualized behavior support. Behavioral progress monitoring allows student support teams to evaluate both the effectiveness of interventions and the fidelity of plan implementation. The purpose of this discussion article is to provide recommendations and guiding questions…

The current study provides foundational research on the extent to which Florida Title 1 middle schools (schools including grades 7 and/or 8) have policies and practices that align with core components of positive behavioral interventions and supports (PBIS). Principals from 197 (42.73%) of all FL Title 1 schools that included at least grades seven…

This guide summarizes proactive, efficient, empirically-supported, and data-driven systems for supporting educators' implementation of classroom PBIS practices. Specifically, this Guide to Classroom Systems and Data is a companion to the practices guide, "Supporting and Responding to Students' Social, Emotional, and Behavioral Needs:…

Background: Positive behavioural interventions and supports (PBIS) is a framework that aligns with the South African Department of Education's Alternatives to Corporal Punishment. Aim: The aim of this study is to provide a snapshot of the extent to which policies and practices in a disadvantaged South African primary school align with PBIS.…

Self-management systematizes self-regulation strategies for learners with autism spectrum disorder (ASD) in order for learners with ASD to learn the rules and norms needed to act appropriately in a given situation. Self-regulation strategies can include self-monitoring, self-reflection, and adapting to a given context. Self-management is both a…

Experts Bernhardt and Hébert's latest book demonstrates strategies to ensure your entire staff works together to design, implement, monitor, and evaluate a schoolwide prevention system with integrity and fidelity. Each step in this important resource is designed to help administrators, teachers, and other educators improve the learning of every…

Alternative education (AE) programs and schools usually serve distinct populations of students with educational disabilities and mental health or other needs. AE program staff often employ a range of curricula, interventions, and strategies that form an eclectic approach to addressing student needs. This may result in practices that are…

Supporting the full range of students with behavioral challenges requires that schools build the capacity to implement evidence-based behavioral interventions. Fortunately, a substantive body of research documents behavioral interventions are available to both decrease problem behavior and enhance prosocial skills. To date, however, this…