Ten Common Misses in PBIS Implementation

The success of positive behavioral interventions and supports (PBIS) frameworks relies upon educators supporting and implementing PBIS plans. However, common staff-level perceptions exist that may interfere with successful implementation, which we refer to as misses. In this article, three types of misses representing common sets of staff concerns for PBIS implementation are discussed: misunderstandings, misapplications, and misalignments of educator philosophies. We discuss common misses, unpack them from the perspective of implementers, and provide suggestions for supporting staff. Common misses in PBIS can be prevented and successfully addressed when they occur through staff engagement, professional development, and implementation support.

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Factor Validation of a Fidelity of Implementation Measure for Social Behavior Systems

Remedial and Special Education ◽

10.1177/0741932517736515 ◽

2017 ◽

Vol 40 (1) ◽

pp. 16-24

Author(s):

Michelle M. Massar ◽

Kent McIntosh ◽

Sterett H. Mercer

Keyword(s):

Behavioral Interventions ◽

Critical Factor ◽

Fidelity Of Implementation ◽

Successful Implementation ◽

Positive Behavioral Interventions ◽

School Based ◽

Confirmatory Factor ◽

School Based Interventions ◽

Behavior Systems ◽

Core Features

Assessing fidelity of implementation of school-based interventions is a critical factor in successful implementation and sustainability. The Tiered Fidelity Inventory (TFI) was developed as a comprehensive measure of all three tiers of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) and is intended to measure the extent to which the core features of SWPBIS are implemented with fidelity. The purpose of this study was to assess the extent to which the TFI can be used as one measure of all three tiers, three separate measures of individual tiers, or as a more granular level of fidelity that measures implementation on 10 subscales across the tiers. A confirmatory factor analysis was conducted to validate the factor structure of the TFI. Results indicate that the TFI is a valid measure of fidelity of implementation of SWPBIS and can be used to measure implementation by subscales, tiers, and as a comprehensive assessment of all three tiers.

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Three tiers of support : successful implementation of positive behavioral interventions and supports in an elementary school setting

10.32469/10355/33235 ◽

2012 ◽

Author(s):

Kelsey Morris

Keyword(s):

Elementary School ◽

Behavioral Interventions ◽

School Setting ◽

Successful Implementation ◽

Positive Behavioral Interventions

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Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices

Journal of Positive Behavior Interventions ◽

10.1177/1098300720924350 ◽

2020 ◽

Vol 23 (1) ◽

pp. 30-41

Author(s):

Michael Scaletta ◽

Marie Tejero Hughes

Keyword(s):

Behavioral Interventions ◽

School Leaders ◽

School Administrators ◽

Leadership Teams ◽

Leadership Team ◽

Successful Implementation ◽

Focus Group Interviews ◽

Team Members ◽

Positive Behavioral Interventions ◽

Group Interviews

The purpose of the study was to investigate the leadership practices that elementary school administrators and leadership teams utilize to promote effective, successful, and sustainable schoolwide positive behavioral interventions and supports (SWPBIS). The study focused on the practices, processes, and challenges that administrators and school leaders indicated led to the successful implementation of the SWPBIS framework. Twenty-four school leaders (six administrators; 18 leadership team members) from five elementary schools with platinum recognition for their high-quality SWPBIS implementation participated. School administrators participated in an in-person interview, and leadership team members participated in focus group interviews. Results revealed that successful SWPBIS framework implementation was promoted by establishing a distributed leadership approach that leveraged teachers as leaders while shaping their buildings’ systems of practices and processes, providing training and professional development to staff, establishing buy-in by stakeholders, and engaging stakeholders in their PBIS efforts.

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A Randomized Waitlist Controlled Analysis of Team-Initiated Problem Solving Professional Development and Use

Behavioral Disorders ◽

10.1177/0198742917745638 ◽

2018 ◽

Vol 43 (4) ◽

pp. 444-456 ◽

Cited By ~ 4

Author(s):

Robert H. Horner ◽

James S. Newton ◽

Anne W. Todd ◽

Bob Algozzine ◽

Kate Algozzine ◽

...

Keyword(s):

Professional Development ◽

Decision Making ◽

Problem Solving ◽

Behavioral Interventions ◽

Controlled Trial ◽

Future Research ◽

Team Members ◽

Professional Development Workshop ◽

Positive Behavioral Interventions ◽

Before And After

Data-based problem solving is a hallmark of research-supported practices such as positive behavioral interventions and supports. In this study, we provided members of positive behavioral interventions and supports (PBIS) teams from 38 elementary schools with professional development focused on a research-supported problem-solving model (Team-Initiated Problem Solving). We used direct observations to document procedures, practices, and outcomes before and after participating in the professional development workshop. Within the context of a randomized waitlist controlled trial, team members in the Immediate Group demonstrated greater improvement in (a) problem-solving procedures, (b) decision-making practices, and (c) meeting outcomes than did members of PBIS teams in the Waitlist Group. Our findings extend what is known about team-based problem solving and provide a framework for future research and improved practice related to decision making by school teams.

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Strategies for Including Students With Extensive Support Needs in SWPBIS

Inclusive Practices ◽

10.1177/27324745211000307 ◽

2021 ◽

pp. 273247452110003

Author(s):

Virginia L. Walker ◽

Sheldon L. Loman

Keyword(s):

Professional Development ◽

Behavioral Interventions ◽

Support Needs ◽

Tier 2 ◽

Self Assessment ◽

Positive Behavioral Interventions ◽

Behavioral Needs ◽

Tier 1

Schools that implement School-wide Positive Behavioral Interventions and Supports (SWPBIS) offer a multitiered continuum of supports that increases in intensity to support the behavioral needs of all students within a school. Although the number of schools that have adopted SWPBIS continues to rise, students with extensive support needs (ESN) may be excluded from various aspects of SWPBIS at the Tier 1 and Tier 2 levels. Given that SWPBIS is intended to be fully inclusive, the purpose of this article is to provide educators and other staff with practical tools and guidelines for including students with ESN in Tiers 1 and 2 of SWPBIS. We also present additional considerations for self-assessment, collaborative teaming, and professional development for including students with ESN in SWPBIS.

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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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