Purpose: Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of…

The purpose of this study was to conduct a descriptive and quantitative review of the literature examining the effectiveness of check-in check-out (CICO), a commonly used behavioral intervention in the context of a Positive Behavior Interventions and Supports framework. Studies that experimentally investigated the effectiveness of CICO or modified…

School-wide positive behaviour support, SWPBS for short, is the collective term for whole-school intervention schemes that aim at redirecting unwelcome behaviour towards learning. SWPBS developed in response to what is thought to be a rising tide of social problems caused by youth. During the last decade, in particular, SWPBS schemes have become…

Implementation science (IS) includes deliberate actions that facilitate the translation of research into practice. School counselors can use IS within the context of evidence-based practice to deliver, evaluate, and sustain programs and interventions that maximize student outcomes. This article offers an implementation framework and drivers that…

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach to addressing behavior issues in schools. A significant amount of research has been done to identify the critical features of PBIS. More generally, implementation science points to a specific sequence to ensure that PBIS is implemented with fidelity. This spring…

Rural healthcare providers face numerous challenges in caring for autistic individuals. Some of the most common obstacles to optimal services include lack of specialized training and expertise, resources, and collaborators, as well as large physical distances between providers and those they serve, region-specific cultural factors, and others.…

The purpose of this paper was to investigate the interventions and strategies used with students considered at-risk of dropping out of high school in Missouri public high schools. Self-determination theory was used to explain how students became motivated to stay in school when their need for competence, connection, and autonomy are fulfilled.…

Early childhood education teachers often feel underprepared for addressing behavior challenges in the classroom. This can limit a teacher's ability to teach academic and social skills and lead to interruptions in their educational experience such as suspensions or expulsions. Effective planning can help teachers create and manage positive learning…

The National Association of School Psychology recognizes the role that family engagement holds on school functioning and student outcomes. This article describes a qualitative study using constructivist grounded theory to explore systems-level family engagement practices in urban schools that implemented a Comprehensive Behavioral Health Model…

The long-term academic outcomes for many students with attention-deficit/hyperactivity disorder (ADHD) are strikingly poor. It has been decades since students with ADHD were specifically recognized as eligible for special education through the Other Health Impaired category under the Education for all Handicapped Children Act of 1975, and…

Teen dating violence (TDV) is a significant public health problem that can have lifelong consequences. Using a longitudinal, cluster randomized controlled trial (RCT), this study examines whether the "Dating Matters" comprehensive prevention model, implemented in middle school, prevented TDV and negative relationship behaviors and…

This article evaluates the effectiveness of a multidisciplinary intensive community support service, using positive behavioural support (PBS) as a core intervention model to reduce behaviours of concern and to improve the quality of life and occupational involvement of individuals with a learning disability who present with behaviours that…

Global implementation of School-Wide Positive Behaviour Support (SWPBS) has grown considerably over the last forty years. SWPBS seeks to provide a multi-tiered approach to strategically frame integrated actions responding to matters of wellbeing, discipline and punishment in schools using Evidence-Based Interventions (EBIs). In this respect, EBIs…

Several schools and state departments of education are leveraging prevention frameworks such as School-Wide Positive Behavior Support (SWPBS) to address problem behavior in schools, with the ultimate goal of improving academic achievement and producing lasting effects later in life. Much of the research demonstrating the promise of SWPBS has been…

Widespread efforts to curb exclusionary and discriminatory discipline in schools have led to a growing focus on restorative approaches, a set of practices aimed at building strong in-school relationships and attachments, rather than pushing students out of school. This brief reviews research illustrating the benefits of these practices for…