This special issue of Behavioral Disorders features a collection of studies designed to improve the outcomes of children and youth with and at risk for emotional and behavioral disorders across multitiered continua of supports using positive behavior interventions and supports (PBIS). Studies published in this issue address a variety of educational contexts (school and district) across the continuum of support systems (universal, targeted, and overall systems). Five research studies are presented that illustrate current topics in positive behavior supports (PBS) that focus on improving students’ cognitive abilities, social skills, and emotional well-being across school and district levels.
Commentary by Gordon Duff on “Knowledge translation: bridging the disability research-to-practice gap” (Dew & Boydell, 2017)
