Positive behavior interventions and supports (PBIS) was first introduced with the reauthorization of the Individuals with Disabilities Education Act in 1997. In this article, we describe the 25-year history of the PBIS implementation experience, including the core features of PBIS as a multitiered framework and the process and outcomes for…

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…

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…

Practice sustainability is important to ensure that students have continued access to evidence-based practices. In this study, respondents from a national sample of 860 schools at varying stages of implementing School-Wide Positive Behavioral Interventions and Supports (SWPBIS) were administered a research-validated measure of factors predicting…

Practice sustainability is important to ensure that students have continued access to evidence-based practices. In this study, respondents from a national sample of 860 schools at varying stages of implementing school-wide positive behavioral interventions and supports (SWPBIS) were administered a research-validated measure of factors predicting…

Effective behavior support is achieved through designing supportive environments. However, it is common to overlook the context of implementation when designing support for individuals. This lack of attention to the broader context (e.g., behavior of peers, school resources, capacity of family members to use recommended strategies) may lead to…

In the face of principal turnover, a common approach taken by staff is to simply wait until the new school year begins and hope that the new administrator will continue to support current programs. It is our experience that this passive strategy is not as helpful, because there are proactive approaches that are more likely to be successful. The…

The purpose of the study was to examine the extent to which the School-Wide Universal Behavior Sustainability Index: School Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, & Ervin, 2009), a measure of school and district contextual factors that promote the sustainability of school practices, demonstrated measurement invariance across…

Objective: The purpose of the study was to examine the extent to which the School-wide Universal Behavior Sustainability Index: School Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, & Ervin, 2009), a measure of school and district contextual factors that promote the sustainability of school practices, demonstrated measurement invariance…

Scaling of evidence-based practices in education has received extensive discussion but little empirical evaluation. We present here a descriptive summary of the experience from seven states with a history of implementing and scaling School-Wide Positive Behavioral Interventions and Supports (SWPBIS) over the past decade. Each state has been…

Variables affecting the sustained implementation of evidence-based practices are receiving increased attention. A descriptive analysis of the variables associated with sustained implementation of First Step to Success (FSS), a targeted intervention for young students at risk for behavior disorders, is provided. Measures based on a conceptual model…