The protection and promotion of dignity is a foundational objective of restorative justice. Dignity-enhancing restorative justice practices, which are rooted in the traditional practices of Indigenous people groups, have been widely adopted in schools reactively, as a response to specific infractions. A growing number of schools are adopting…

In this study, we examined the effects of a tiered teacher coaching intervention package, including video coaching and in situ coaching with use of the bug-in-ear technology, on the implementation fidelity of four general education teachers in supporting students with persistent off-task behaviors to self-monitor own behaviors in the general…

As educators have become increasingly aware of the impact of trauma on the school success of children and youth, they have been investing in professional development about how to address childhood trauma in schools. However, evaluation to support evidence of impact are lacking. This Guide describes how to integrate trauma-informed approaches into…

This Practice Brief was developed as result of the roundtable dialogue that occurred at the 2019 PBIS Leadership Forum in Chicago, Illinois, with the purpose to describe the Family-School-Community Alliance (FSCA) and the FSCA's recent work focused on family-school collaboration in Positive Behavioral Interventions and Supports (PBIS). An…

A growing body of research shows that the School-wide Positive Behavior Intervention Support model (SWPBIS) has the potential to reduce the occurrence of problem behavior in school settings, create positive school environments and enhance the academic outcomes of all students. However, although there is a growing body of research showing its…

Research has shown that positive behavioral support (PBS) can help teachers develop approaches to support student learning. In particular CHAMPS, a form of PBS, was designed to assist educators in systematically teaching expected learning behavior. In this case study, self-reported data from 25 in-service teachers who utilized CHAMPS was analyzed.…

Schoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation…

The purpose of this study was to examine the effects of a school-wide attendance and truancy intervention and universal procedures (ATI-UP) on student attendance. Student attendance was measured through average daily attendance and the percentage of students who would be considered chronically absent, i.e., missing 10% or more of school. The…

Multi-tiered Systems of Support (MTSS) frameworks are designed to directly support students with, and at risk for, disabilities by providing timely, aligned, and coordinated supports, with the goal of preventing or ameliorating the effects of early risk. Yet developing and implementing MTSS in beginning reading is a complex process. Many schools…

Most schools throughout the United States are adopting Schoolwide Positive Behavior Interventions and Supports (SWPBIS). Many school administrators and PBIS teams appear to be implementing SWPBIS without the implementation of a needs assessment to measure preparedness and buy-in prior to a schoolwide initiative. The current research on SWPBIS…

Using data for decision-making is critical for schoolwide leadership teams and has been shown to enhance both social and academic outcomes for students (Faria et al., 2017). Using data effectively, however, requires that teams have a clear vision about the type of data, format of data presentation, and process for using data. To avoid expending…

Paraprofessionals spend the most time with the neediest students, but receive the least amount of training and support. All target students in the study had developmental disabilities, were between the ages of three and five, and had a history of challenging behavior. Paraprofessionals in the study were recruited because they had the least…

The Minnesota Department of Education (MDE) and the Regional Training Projects sponsor three training sessions per year for schools that are participating in Minnesota's 2-year training sequence for Positive Behavioral Interventions and Supports (PBIS). This Spring 2016 school status and training report provides a summary of the current…

The purpose of this study was to assess teacher perceptions in implementing a Positive Behavior Intervention and Support (PBIS) plan in an elementary school. The study was mainly quantitative, using surveys, personal interviews, and observations to measure teacher perceptions. The study focused on the common areas. The rules, procedures, and…

Project START (Students and Teachers Actively Reading Together) is an adaptive shared reading intervention designed to address the varied learning needs of preschool children with autism spectrum disorder (ASD). This report summarizes procedures and results of the developmental year of the project, which focused primarily on evaluating…