The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The TFI is divided into three sections (Tier I: Universal SWPBIS Features; Tier II: Targeted…

In this analysis of extant data from 3,011 schools implementing school-wide positive behavioral interventions and supports (SWPBIS) across multiple years, we assessed the predictive power of various school characteristics and speed of initial implementation on sustained fidelity of implementation of SWPBIS at 1, 3, and 5 years. In addition, we…

Elementary school students in today's urban classrooms face many life circumstances at home and in their communities that contribute to stress and coping needs. These stressors are often brought into the classroom, which impact learning, behaviors, and overall academic performance. Mindfulness has been used in classroom settings, particularly with…

Challenging behavior can be defined as any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults. It is generally accepted in young children that challenging behaviors serve some sort of communicative purpose--to…

In this analysis of extant data from 3,011 schools implementing school-wide positive behavioral interventions and supports (SWPBIS) across multiple years, we assessed the predictive power of various school characteristics and speed of initial implementation on sustained fidelity of implementation of SWPBIS at 1, 3, and 5 years. In addition, we…

Sixteen general and special education teachers were randomly assigned to one of four teams that were to make manifestation determinations using two different "hidden profiles" case studies based on students with an emotional behavioral disability. One case study was constructed to support a decision of the behavior not being a…

As we attempt to address the needs of students with challenging behaviors in today's classrooms, it is important to gain an understanding of general and special educators' knowledge, skills, and confidence about evidence-based behavior interventions. This article presents a national survey study of 277 special and general educators' reported…

This article presents the results of an evaluation of Positive Family Support, an ecological family intervention and treatment approach to parent supports and family management training developed from a history of basic and translational research. This effectiveness trial, with 41 public middle schools randomly assigned to intervention or control,…

Several studies identify inequitable educational outcomes for students from diverse racial, ethnic, and cultural backgrounds. For example, when compared to White/Caucasian students, such students are more likely to be disciplined in school settings. School-wide positive behavior support (SWPBS) is an intervention likely to improve disproportionate…

In 2013, schools in New Zealand stood-down nearly 12,000 students as a result of behavioural difficulties. Research indicates that rather than improving behaviour, stand-downs can reinforce inappropriate behaviour and potentially put students at-risk. This paper overviews the use of stand-downs in New Zealand schools, discussing the nature and…

The purpose of this study was to analyze School-Wide Positive Behavior Support (SW-PBS) and Behavior Intervention Support Teams (BIST) and their impact on managing student behavior in sample schools in Missouri by using methodological triangulation. Office disciplinary referrals (ODRs) and Safe School Act Violations during the 2012-2014 school…

One of the greatest challenges for alternative schools is to develop effective training programs for students with severe and profound developmental disabilities. School-wide positive behavior support (SWPBS) has been shown to decrease problematic behaviors in alternative schools and self-contained settings yet little is known about how effective…

The purpose of the present study was to extend previous research by evaluating the effect of the interdependent group contingency procedure known as the Good Behavior Game (GBG) on decreasing disruptive behaviors with general-education high school students. Although many studies exist that have used the GBG to alter behaviors across ages ranging…

Students who struggle with challenging behaviors are sometimes placed in alternative education (AE) settings where they are provided with intensive supports including punitive approaches to behavior management. Some AE settings have moved towards using proactive practices, like schoolwide positive behavior supports (SWPBS), to promote positive…

This study examined the technical adequacy of office discipline referrals (ODRs) received early in the school year for predicting total ODRs received by the end of the year. The sample included 401,852 students from 593 public middle schools (serving Grades 6 to 8) in the United States in the 2009-2010 school year. The results showed that ODRs…