A Statewide Scale Up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation

2011 ◽  
Vol 40 (4) ◽  
pp. 530-548 ◽  
Author(s):  
Catherine P. Bradshaw ◽  
Elise T. Pas
Keyword(s):  
Behavioral Interventions ◽  
Scale Up ◽  
Positive Behavioral Interventions ◽  
Adoption And Implementation ◽  
Systems Of Support

scholarly journals Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports

2019 ◽  
Vol 40 (1) ◽  
pp. 3-5
Author(s):  
Kent McIntosh ◽  
Kathleen Lynne Lane
Keyword(s):  
School Climate ◽  
Behavioral Interventions ◽  
Fidelity Of Implementation ◽  
Special Issue ◽  
Research Focus ◽  
Positive Behavioral Interventions ◽  
Staff Commitment ◽  
Systems Of Support

In recent years, there has been an increased research focus on developing tools to support the design, installation, and evaluation of tiered systems of support. In this special issue, we focus on research validating freely available tools to (a) measure fidelity of implementation of school-wide positive behavioral interventions and supports (SWPBIS), (b) assess staff commitment to implement SWPBIS, (c) inform development of teaching matrices, (d) examine issues of sustainability, and (e) assess school climate.

Reducing Coercion in Schools

2015 ◽  
Author(s):  
Robert R. Horner ◽  
Kent McIntosh
Keyword(s):  
Behavioral Interventions ◽  
School Discipline ◽  
School Level ◽  
The Core ◽  
Whole School ◽  
Positive Behavioral Interventions ◽  
Punitive Discipline ◽  
Detrimental Impact ◽  
Core Features ◽  
Systems Of Support

The use of punitive discipline systems in schools establishes the foundation of coercive dynamics. Adults all too often establish aversive contingencies that inadvertently prompt and maintain unwanted behavior by students. Three recent themes in addressing school discipline systems include (1) emphasizing reward of desired behavior above punishment of undesired behavior, (2) implementing systems of support at the whole-school level, and (3) introducing a “multitiered” approach to discipline systems that matches the level of support to the need of the student. These three themes are linked within a schoolwide approach labeled “positive behavioral interventions and supports” (PBIS). The chapter presents the core features of School-wide PBIS and describes how those features reduce the detrimental impact of coercive dynamics.

FW-PBIS Framework Implementation and Facility Climate Perspectives Through the Lens of Youth in Secure Juvenile Facilities: A Pilot Study

2020 ◽  
Vol 41 (2) ◽  
pp. 99-110 ◽  
Author(s):  
Kristine Jolivette ◽  
Jeffrey R. Sprague ◽  
Nicole C. Swoszowski ◽  
Kent McIntosh ◽  
Sara Sanders
Keyword(s):  
Pilot Study ◽  
Organizational Climate ◽  
Behavioral Interventions ◽  
The United States ◽  
Youth Voice ◽  
Climate Assessment ◽  
Positive Behavioral Interventions ◽  
Adoption And Implementation ◽  
Juvenile Facilities

A shift from reactive and punitive practices in secure juvenile facilities has prompted facilities in the United States to adopt multitiered systems of support such as facility-wide positive behavioral interventions and supports (FW-PBIS) to address climate and culture concerns. To date, most implementation efforts have focused on defining adult behaviors and systems. There is limited understanding of the role of youth voice related to adoption and implementation of the advocated practices. This pilot study sought to understand youth perspectives of FW-PBIS implementation as viewed through the lens of facility/organizational climate assessment. We piloted a facility climate survey for use in juvenile facilities and conducted focus group sessions to capture youth voice. Facilitator and barrier themes related to facility climate with FW-PBIS implementation were identified. Implications for practice, as well as limitations and future directions for research, are discussed.

Funding Support for School-Wide Positive Behavioral Interventions and Support Implementation and Scale-Up

2013 ◽  
Vol 25 (3) ◽  
pp. 164-174 ◽  
Author(s):  
Nicholas A. Gage ◽  
Jennifer Freeman ◽  
Robert H. Horner ◽  
George Sugai ◽  
Timothy J. Lewis ◽  
...  
Keyword(s):  
Behavioral Interventions ◽  
Large Scale ◽  
Scale Up ◽  
Effective Practices ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Positive Behavioral Interventions ◽  
Funding Sources ◽  
Implementation Effort ◽  
General Funding

The process of selecting, implementing, and scaling-up evidence-based practices is a major focus and difficult accomplishment for states. Renewed commitment to improving student outcomes has led directly to the need for effective practices implemented at scale. The funding decisions made at state, regional, and district levels remain a key to large-scale implementation of effective practices. In this article, we summarize the funding decisions of nine states that implemented School-Wide Positive Behavioral Interventions and Supports (SWPBIS) across at least 500 schools or 30% of the schools in the state. A survey about funding sources, funding levels, and funding decisions was completed by the key implementers in each state, and a follow-up interview was used to clarify and confirm initial information. The results indicate that different states used different funding approaches, but in general, funding of SWPBIS was provided predominantly through special education sources and that initial demonstrations led to larger scale implementation when state policy makers developed creative procedures for using multiple funding sources within a unified implementation effort. Implications for funding the scaling of evidence-based practices are discussed.

scholarly journals Including College and Career Readiness Within a Multitiered Systems of Support Framework

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841876188 ◽  
Author(s):  
Mary E. Morningstar ◽  
Allison Lombardi ◽  
David Test
Keyword(s):  
Secondary Schools ◽  
Behavioral Interventions ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Positive Behavioral Interventions ◽  
College And Career ◽  
Nonacademic Factors ◽  
Data Informed ◽  
School Outcome ◽  
Systems Of Support

Current practices of college and career readiness (CCR) emerged from within secondary school reform efforts. During a similar timeframe, evidence-based schoolwide interventions—positive behavioral interventions and supports (PBIS) and response to interventions (RTI)—were developed, first targeting elementary initiatives and then translated to secondary schools. We provide an overview of a recently established CCR framework underscoring both academic and nonacademic factors necessary for student success. To operationalize CCR approaches within secondary schools, an effort must be made to utilize existing interventions and strategies as well as data-informed efforts included within multitiered systems of support (MTSS). Therefore, we examine how CCR can be extended within secondary MTSS approaches and extend current methods by recommending measures aligning CCR elements within essential data-based decision making and fidelity of implementation tenets of MTSS. By embedding CCR within established MTSS approaches, improved post-school outcome for all students, including those with disabilities, can be achieved.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
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.

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

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.

Enhancing motivation and engagement within a PBIS framework

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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