Case Study on the Implementation of School-Wide Positive Behavioral Interventions and Supports in an Alternative Educational Setting

Purpose: The purpose of this research was to explore how PBIS and equity interacted according to school and district leaders.Research methods/approach: This study examined how five schools made meaning of the implementation process, ongoing efforts, and structures created. Through a case study including interviews, focus groups, and observations, the primary research question was explored: How do school leaders and teachers make meaning of implementing and assessing PBIS in their schools as a component of a journey toward equity?Findings: While the five schools had unique aspects, four common themes emerged across schools, including the benefits of PBIS, the power of relationships, the importance of communication and leadership, and PBIS challenges.

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School‐wide implementation of positive behavioral interventions and supports in an alternative school setting: A case study

Journal of Community Psychology ◽

10.1002/jcop.22203 ◽

2019 ◽

Vol 47 (6) ◽

pp. 1493-1513

Author(s):

Amy‐Jane Griffiths ◽

Elena Lilles Diamond ◽

James Alsip ◽

Michael Furlong ◽

Gale Morrison ◽

...

Keyword(s):

Behavioral Interventions ◽

Alternative School ◽

School Setting ◽

Positive Behavioral Interventions

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Using Videos to Promote Positive Behavioral Interventions and Supports: A Qualitative Study

Journal of Special Education Technology ◽

10.1177/0162643419836408 ◽

2019 ◽

Vol 35 (2) ◽

pp. 76-86 ◽

Cited By ~ 2

Author(s):

Shanna E. Hirsch ◽

Ashley S. MacSuga-Gage ◽

Robin Parks Ennis ◽

Hannah Morris Mathews ◽

Kathryn Rice ◽

...

Keyword(s):

Behavioral Interventions ◽

Student Behavior ◽

Film Festival ◽

Behavior Support ◽

Collective Case Study ◽

Positive Behavioral Interventions ◽

Behavioral Expectations ◽

Video Creation ◽

Current Utilization

Positive behavioral interventions and supports (PBIS) is an empirically-based framework for proactively supporting student behavior across school settings. One technique schools utilize to teach and reinforce behavioral expectations is through the use of video. Since 2010, the Association for Positive Behavior Support has hosted the PBIS Film Festival at the annual meeting to showcase schools’ use of video with 56 videos entered in the PBIS Film Festival in 2017. Despite the current utilization of videos as a means to sustain and/or support PBIS initiatives, the supports for creating and procedures for disseminating videos remain unclear. The purpose of this qualitative collective case study was to gain an understanding of how schools are creating (e.g., resources, administration commitment) and utilizing (i.e., screening) PBIS videos. Interviews were conducted with 14 PBIS film creators who submitted videos to the 2017 annual PBIS Film Festival. Analysis revealed themes surrounding the development and use of PBIS videos. Implications for PBIS video creation and use are provided.

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Maximizing School Counselors’ Efforts by Implementing School-Wide Positive Behavioral Interventions and Supports: A Case Study from the Field

Professional School Counseling ◽

10.1177/2156759x0001700106 ◽

2013 ◽

Vol 17 (1) ◽

pp. 2156759X0001700

Author(s):

Emily Goodman-Scott

Keyword(s):

Elementary School ◽

School Counseling ◽

School Counselors ◽

Behavioral Interventions ◽

School Counselor ◽

Data Driven ◽

Safe Schools ◽

Positive Behavioral Interventions ◽

School Counseling Programs

School-Wide Positive Behavioral Interventions and Supports (PBIS) are school-wide, data-driven frameworks for promoting safe schools and student learning. This article explains PBIS and provides practical examples of PBIS implementation by describing a school counselor-run PBIS framework in one elementary school, as part of a larger, district-wide initiative. The author discusses implications for school counselors, including maximizing school counselors’ efforts to best serve every student by integrating PBIS into existing school counseling programs.

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Handling PBIS with Care: Scaling up to School-Wide Implementation

Professional School Counseling ◽

10.1177/2156759x0001800104 ◽

2014 ◽

Vol 18 (1) ◽

pp. 2156759X0001800

Author(s):

James M. Cressey ◽

Sara A. Whitcomb ◽

Susan J. McGilvray-Rivet ◽

Rebecca J. Morrison ◽

Katherine J. Shander-Reynolds

Keyword(s):

Low Income ◽

Grade Level ◽

Behavioral Interventions ◽

School Counselor ◽

Implementation Fidelity ◽

Scaling Up ◽

Pilot Program ◽

Positive Behavioral Interventions ◽

Modest Level

This case study describes the leadership of a school counselor in implementing positive behavioral interventions and supports (PBIS) in a low-income, diverse elementary school with a modest level of external supports. After initiating a grade-level pilot program, the school counselor partnered with university-based consultants to expand the PBIS initiative to all grades. This article presents data from multiple measures of implementation fidelity to illustrate the 5-year process of bringing school-wide PBIS to scale.

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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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