We explored the involvement of students with extensive support needs (ESN) in School-wide Positive Behavioral Interventions and Supports (SWPBIS). We interviewed 15 administrators and special and general educators from elementary schools implementing SWPBIS during the 2019-2020 school year and analyzed responses using qualitative content analysis.…

Creating safe and supportive environments where students engage in prosocial behaviors is a priority and Positive Behavioral Interventions and Supports (PBIS) are used to achieve these goals. This study investigated relationships between PBIS fidelity, school climate, and office discipline referrals (ODRs). Participants were 204,701 students in…

Background: Little is known about networks for positive behaviour support (PBS) in disability services. This study explores a PBS network to identify influential persons in its promotion and communication. Methods: Quantitative sociometric methods were used to identify persons who occupy positions of either boundary spanning (those that link…

Behaviour support plans (BSPs), if accurately implemented, have been found to increase skills and decrease challenging behaviour of individuals with intellectual and developmental disabilities. Training is essential for staff to acquire the skills necessary for accurate implementation. The aim of this systematic literature review was to evaluate…

Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of Class-Wide Function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data…

Schools that employ evidence-based multi-tiered system of supports (MTSS) frameworks, like Positive Behavioral Interventions and Supports (PBIS), invest in core system, data, and practice features to support students, families, and educators. A strong framework enables settings to enhance and adjust their implementation to meet the needs of all…

Multi-tiered systems of support (MTSS) provide instruction and intervention to all students in schools. However, when many students within a setting demonstrate reading difficulties, there is likely a tier 1 problem which makes it infeasible to implement tier 2 or tier 3 interventions with large numbers of students due to limited resources. The…

This brief provides district PBIS [positive behavioral interventions and supports] leadership teams a framework to examine school-level fidelity and self-assessment data to guide resource, professional development, and technical assistance decision making.

Naomi Stockley, Rianna Tatana, Roshni Kaur, and Alice Reynolds offer some early insights into the implementation of Sounds-Write at The Pavilion School, a specialist provision in the northern suburbs of Melbourne for vulnerable students who have been excluded from mainstream education and face significant personal challenges. [For the complete…

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework that aims to improve school environments and promote expected behaviors among students. SWPBIS primarily targets teachers' practices, and it is currently unclear how far it affects students' perceptions of these practices, even though such…

Exploring Teachers' Perceptions of Positive Behavioral Interventions and Supports (PBIS) and Its Impact on Student Academic Achievement in Elementary Schools" investigates the gap in understanding how elementary teachers perceive PBIS's effectiveness in boosting student academic performance amidst behavioral challenges. This phenomenological…

Relationships matter in the classroom. The connections elementary school teachers build with their students throughout the school year can affect learners as they move to secondary education. African American boys in third through fifth grade receive discipline consequences that remove them from classroom instruction, negatively impacting success…

Notwithstanding their empirically validated credentials and social justice orientations, a mono-dimensional approach to Positive Behavioural Interventions and Supports (PBIS) cannot singlehandedly meet the unique needs of minoritised children and young people who have experienced acute, cumulative, or complex traumas. Experiences of trauma have…

Multitiered systems for supporting students' behavior in schools rely on teachers using generally effective classroom management strategies, such as Tier 1 practices. However, few tools exist to easily assess classwide Tier 1 practices. In this brief report, we describe one potential tool, the Classroom Atmosphere Rating Scale--Brief (CARS-B) and…

Students' challenging classroom behaviour remains problematic in some primary schools, causing daily disruptions. In South Africa, alternatives for managing student behaviour have proven ineffective, leaving teachers to grapple in classrooms. To gain insights into "what teachers are doing to curtail the problem," fifteen teachers were…