Introduction: Adults with complex needs and severe learning disability present as a serious management problem within the community. Restrictive interventions are often used to manage adults with these issues, even though best practice recommends the use of positive behaviour support. Positive behaviour support involves functional analysis, but it…

School closures due to the COVID-19 virus have presented schools with the responsibility to make unprecedented decisions, and have brought many deep-seated equity issues in the U.S. education system to light. Now, more than ever, it is evident that outdated, one-size-fits-all approaches to education exclude the most vulnerable students, creating…

The processes and practices Catholic elementary school principals use to manage schoolwide discipline and support positive behavior intervention was researched in this study. Most previous studies, using supports and discipline management have utilized public school settings. More research is needed to fully understand those practices utilized in…

Schools continue to rely on disciplinary exclusions as a consequence for behavioral rule violations, despite evidence that removing students from instruction for discipline purposes is associated with poor behavioral, academic, and social outcomes. School-wide positive behavior interventions and supports (SWPBIS) is one multitiered support…

This brief provides an overview of how to identify and determine why a student may be avoiding or refusing to attend school, and ways that schoolwide positive behavioral interventions and supports (PBIS) teams can help to assess and address school refusal. We will introduce a research-based framework to engage in problem-solving to better support…

Students' early problem behaviors in school can be disruptive and even hinder their learning and long-term success. To prevent and address these problem behaviors, schools across the country report adopting multi-tiered systems of support for behavior (MTSS-B). This one-page document highlights findings from "Study of Training in Multi-Tiered…

The purpose of the study was to investigate the relationship between how thoroughly School-wide Positive Behavioral Interventions and Supports (SW-PBIS) is implemented in elementary classrooms, junior kindergarten through fifth grade, and students' and teachers' perceptions of safety. An additional purpose was to investigate whether child…

The problem investigated by this study is that professional development (PD) provided for educators had not prepared them to implement behavior interventions and positive behavior interventions and supports (PBIS) to meet classroom management and students' needs. This basic qualitative study was conducted to investigate the experiences of high…

Research has linked social presence in virtual teaching and learning to greater retention of students, increased student satisfaction, and higher levels of perceived learning. Teachers and families also benefit from increased social presence and community. However, challenges exist to implementing effective virtual teaching and learning at all…

This article focuses on an analysis of trends in the "Journal of Positive Behavorial Interventions" ("JPBI") since its inception. The primary emphasis is on the variables that contributed to the origin of the journal. Key researchers and other professionals felt that there was a need for a new field (with a new journal) in…

This article provides an overview of research on social contagion in the context of education. We highlight the importance of students' social interactions in school, considering contagion between peers and contagion from teachers to students, using a motivation perspective. The framework of contagion is introduced broadly, followed by a focused…

With the increasing use of Positive Behavioral Interventions and Supports (PBIS) nationally, several states have developed systems to recognize exemplar schools that are implementing PBIS with fidelity. These systems serve the dual purpose of identifying model PBIS schools for other schools to emulate while also reinforcing schools' effective PBIS…

Social validity focuses on a program's goals, procedures, and outcome, which helps determine if an intervention is socially acceptable and valued. This study represents a conceptual replication of the investigation by Lane and colleagues (2009) regarding the psychometric properties of the Primary Intervention Rating Scale (PIRS), a teacher survey…

Evidence demonstrating the effectiveness of the School-wide Positive Behaviour Intervention Support model (SWPBIS) in managing problem behaviour among school students has been widely disseminated. As a result, the SWPBIS model is now widely implemented in schools across the US. Despite its widespread implementation and evidence demonstrating its…

The positive behavioral interventions and supports (PBIS) framework has been applied for over two decades in public schools throughout the country. More recently it has been adopted, or is being considered for adoption, by an increasing number of states and facilities providing residential or secure care for juvenile offenders. During…