In this study, a concurrent randomized multiple baseline across three parent-child dyads single-case design was employed to evaluate the effects of a brief three-week parent training program, titled Practiced Routines. The Practiced Routines parent training program included positive behavior supports (PBS) and mindfulness strategies within the…

This qualitative study addresses teacher perceptions of using positive behavior interventions and supports (PBIS) as positive behavioral interventions. This phenomenological study was conducted within a Pre-K-5 elementary school in northwestern North Carolina. In order to collect qualitative data, personal individualized interviews were conducted…

Professional development through in-service training may not be of sufficient duration, intensity, and specificity to improve teachers' instructional skills. Due to the increased need to support teachers' use of evidence-based practices in multi-tiered systems of support such as RTI [Response to Intervention] and PBIS [Positive Behavior…

The authors conducted a survey of 169 South Korean early childhood education teachers regarding the importance and implementation of strategies associated with the Program-Wide Positive Behavior Support (PWPBS) framework (L. Fox & M. L. Hemmeter, 2009) to support social competence and prevent young children's challenging behavior. Analyses…

During the last decade, positive behavior interventions have resulted in improvement of school behavior and academic gains in a range of school settings worldwide. Recent studies identify sustainability of current positive behavior intervention programs as a major concern. The purpose of this article is to identify future direction for effective…

The purpose this study was to examine the implementation of The Leader in Me, a school-wide positive behavior intervention system (SW-PBIS), and analyze its impact on 5th grade students based on student achievement and office discipline referrals in a rural elementary school in North Central Washington state. The school was in the first year of…

Minority students are suspended at a disproportionately higher rate compared with others. To reduce racial suspension gaps, four California school districts banned schools from suspending students for willful defiance, a category consisting of relatively minor disruptive offenses. I evaluate the impact of these policies on high school student…

The purpose of the present study was to conduct an initial validation of the Positive Family Support--Strengths and Needs Assessment (PFS-SaNA) for elementary school children. The PFS-SaNA is designed as a universal screener wherein parents report on common areas their children may need additional support. Parents of children attending one…

To explore family-professional partnership within schoolwide positive behavioral interventions and supports (SWPBIS), we conducted a qualitative analysis of the perceptions of family members of students with Tier 1 and Tier 2 behavior support needs related to events that impact the quality of their communication with teachers. Family member…

For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a…

Positive Behavioral Interventions and Supports (PBIS) has been shown to be a promising approach for improving a range of behavioral health and academic outcomes for youth. This study leveraged data from the scale-up of PBIS and a randomized controlled trial, both conducted in Maryland, to estimate the dollars saved per 100 students as a result of…

Decades of research have shown that exclusionary discipline practices are not only ineffective for changing student behavior, they lead to worse social, behavioral, and academic outcomes for students. This article explores the findings from a pilot study of the "Inclusive Skill-Building Learning Approach" (ISLA), an instructional…

Research suggests that evidence-based practices (EBPs) implemented in secondary school settings will support the academic achievement of students with specific learning needs (Scruggs, Mastropieri, Berkeley, & Graetz, 2010). In order to effectively promote the use of EBPs in general education classroom settings, secondary schools are currently…

This study investigated school principals' opinions of their knowledge, skills, and leadership roles in providing services and support to students with special needs. A total of 134 respondents were included. Responses were analyzed into 4 factors; leadership in special education, leadership knowledge, leadership support, and leadership decision.…

RAND researchers present results from a spring 2019 survey of a nationally representative sample of kindergarten through grade 12 (K-12) public school teachers about their approaches to supporting students' social and emotional learning (SEL) and the factors that might influence those approaches. The authors explore teachers' SEL practices,…