Family engagement in schoolwide positive behavioral interventions and supports: Barriers and facilitators to implementation.

The purpose of this study was to identify and examine how schools implementing schoolwide positive behavioral interventions and supports (PBIS) were engaging families in their Tier I PBIS systems. In addition, reported implementation of practices and the availability of resources were examined in relation to fidelity of PBIS implementation. Participants included PBIS Leadership team representatives from 302 schools across three states. Findings revealed the most common ways in which schools (a) communicated with families about their PBIS systems, (b) worked with families to support PBIS at school, (c) supported family use of PBIS at home, and (d) built partnerships to support PBIS. Finally, communicating with families about PBIS and supporting families to help their child follow school expectations were related to fidelity of PBIS implementation. Implications and future research directions are discussed.

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Family Engagement Within Schoolwide Positive Behavioral Interventions and Supports

Preventing School Failure Alternative Education for Children and Youth ◽

10.1080/1045988x.2014.976809 ◽

2015 ◽

Vol 60 (1) ◽

pp. 60-69 ◽

Cited By ~ 21

Author(s):

S. Andrew Garbacz ◽

Kent McIntosh ◽

John W. Eagle ◽

Shannon E. Dowd-Eagle ◽

Kara A. Hirano ◽

...

Keyword(s):

Behavioral Interventions ◽

Family Engagement ◽

Positive Behavioral Interventions

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Enhancing Family Engagement in Schoolwide Positive Behavioral Interventions and Supports

Intervention in School and Clinic ◽

10.1177/1053451218782428 ◽

2018 ◽

Vol 54 (4) ◽

pp. 195-203 ◽

Cited By ~ 3

Author(s):

S. Andrew Garbacz

Keyword(s):

School Climate ◽

Positive Behavior Support ◽

Behavioral Interventions ◽

Family Engagement ◽

Positive Behavior ◽

Evidence Based ◽

Behavior Support ◽

Appropriate Behavior ◽

Positive Behavioral Interventions ◽

Pilot Investigation

Schoolwide positive behavioral interventions and supports (PBIS) is a systems-level approach to promote appropriate behavior, increase academic achievement, and improve school climate. The PBIS infrastructure engages families as partners in school systems and extends evidence-based positive behavior support to the home. The article discusses a pilot investigation and describes objectives, associated activities, and implementation guidance to engage families as partners in PBIS.

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Positive Behavioral Interventions and Supports in Schools: A Tutorial

Language Speech and Hearing Services in Schools ◽

10.1044/2018_lshss-17-0037 ◽

2019 ◽

Vol 50 (1) ◽

pp. 1-15 ◽

Cited By ~ 3

Author(s):

Yolanda Keller-Bell ◽

Maureen Short

Keyword(s):

Behavioral Interventions ◽

School Systems ◽

Language Therapy ◽

Speech Language Pathologists ◽

School Settings ◽

Positive Behavioral Interventions ◽

Behavioral Expectations ◽

Outcomes For Children

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 this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

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Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports

Journal of Positive Behavior Interventions ◽

10.1177/1098300721996084 ◽

2021 ◽

pp. 109830072199608

Author(s):

Angus Kittelman ◽

Sterett H. Mercer ◽

Kent McIntosh ◽

Robert Hoselton

Keyword(s):

Longitudinal Study ◽

Behavioral Interventions ◽

Structural Equation ◽

Equation Modeling ◽

Optimal Timing ◽

First Year ◽

Tier 2 ◽

Positive Behavioral Interventions ◽

Tier 1 ◽

Tier 3

The purpose of this longitudinal study was to examine patterns in implementation of Tier 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tier 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.

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Enhancing motivation and engagement within a PBIS framework

Improving Schools ◽

10.1177/13654802211002299 ◽

2021 ◽

pp. 136548022110022

Author(s):

Michael Petrasek ◽

Anthony James ◽

Amity Noltemeyer ◽

Jennifer Green ◽

Katelyn Palmer

Keyword(s):

School Environment ◽

Student Outcomes ◽

Behavioral Interventions ◽

School Setting ◽

Positive Behavioral Interventions ◽

Motivation And Engagement ◽

Core Features

A motivating and engaging school environment has been associated with several positive student outcomes. Consequently, schools have an opportunity and responsibility to promote a culture that supports students in developing and maintaining their motivation, engagement, and self-improvement. Efforts to promote such a culture can be embedded within a Positive Behavioral Interventions and Supports (PBIS) framework. In this paper, we begin by describing motivation and engagement, and discussing the relevance of these concepts in schools. Next, we introduce the traditional PBIS framework, highlighting research and core features. Third, we propose how PBIS can be enhanced by incorporating a focus on relationships, engagement, and motivation in the school setting. Finally, we conclude with recommendations for school teams seeking to implement this approach.

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A Randomized Evaluation of the Safe and Civil Schools Model for Positive Behavioral Interventions and Supports at Elementary Schools in a Large Urban School District

School Psychology Review ◽

10.1080/02796015.2013.12087476 ◽

2013 ◽

Vol 42 (3) ◽

pp. 317-333 ◽

Cited By ~ 14

Author(s):

Bryce Ward ◽

Russell Gersten

Keyword(s):

Elementary Schools ◽

School District ◽

Behavioral Interventions ◽

Urban School ◽

Urban School District ◽

Positive Behavioral Interventions ◽

Randomized Evaluation

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Variables Associated With Enhanced Sustainability of School-Wide Positive Behavioral Interventions and Supports

Assessment for Effective Intervention ◽

10.1177/1534508414556503 ◽

2014 ◽

Vol 40 (3) ◽

pp. 184-191 ◽

Cited By ~ 19

Author(s):

Kent McIntosh ◽

Jerin Kim ◽

Sterett H. Mercer ◽

M. Kathleen Strickland-Cohen ◽

Robert H. Horner

Keyword(s):

Behavioral Interventions ◽

Positive Behavioral Interventions

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Utilizing Positive Behavioral Interventions and Supports to Reinforce Therapeutic Practices in the Schools

Perspectives on School-Based Issues ◽

10.1044/sbi16.1.4 ◽

2015 ◽

Vol 16 (1) ◽

pp. 4-10 ◽

Cited By ~ 3

Author(s):

Lyndsey Zurawski

Keyword(s):

Students With Disabilities ◽

Behavioral Interventions ◽

Classroom Setting ◽

Behavior Interventions ◽

Behavioral Strategies ◽

Speech Language Pathologists ◽

Positive Behavior Interventions ◽

Positive Behavioral Interventions ◽

Therapeutic Services ◽

Support Students

Speech-language pathologists (SLPs) are faced with providing therapeutic services to students with a variety of disorders. Students with disorders such as speech and language impairments, autism, and intellectual disabilities can demonstrate behaviors within the classroom setting. Speech-language pathologists are a part of a collaborative team responsible for providing supports or interventions. Often, SLPs are unaware of behavioral strategies/interventions that correlate to school-wide expectations. This article provides examples of positive behavior interventions and supports (PBIS) that can be utilized to support students with disabilities in and out of the classroom.

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Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

Journal of Positive Behavior Interventions ◽

10.1177/10983007211051090 ◽

2021 ◽

pp. 109830072110510

Author(s):

Rhonda N. T. Nese ◽

Angus Kittelman ◽

M. Kathleen Strickland-Cohen ◽

Kent McIntosh

Keyword(s):

Behavioral Interventions ◽

Data Use ◽

Future Research ◽

Evidence Based ◽

Tier 2 ◽

Behavior Support ◽

Evidence Based Practices ◽

Research And Practice ◽

Positive Behavioral Interventions ◽

Core Feature

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

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