Positive Behavioral Interventions And Supports Research Articles

A Systematic Review of Tier 1 PBIS Implementation in Alternative Education Settings

Positive Behavioral Interventions and Supports (PBIS) is a multitiered system of support for behavior used in many schools across the world. Researchers have begun adapting and evaluating Tier 1 of PBIS for students placed in alternative education (AE) settings. The purpose of this review is to synthesize these evaluations. We systematically searched two electronic databases to find potential studies of Tier 1 PBIS in AE settings. We screened 47 full texts, 19 of which met all inclusion criteria. Most studies (16 of 19, 84%) evaluated student behavioral outcomes, while seven studies (37%) evaluated academic outcomes alone or in addition to behavioral measures. Overall, restraints and seclusions generally decreased following Tier 1 implementation, but behavioral incident changes were variable and academic outcomes only improved for students enrolled continuously throughout the studies. The findings of this review support the need for continued evaluations of Tier 1 in AE settings using more rigorous methodologies and metrics that account for rolling admissions. The observed reductions in restraints and seclusions are promising for students and practitioners given the poor outcomes associated with these consequences.

Developments in the Implementation of Positive Behavioral Interventions and Supports in Australian Schools

Education jurisdictions across Australia have significant experience with initiating and building the implementation of positive behavioral interventions and supports (PBIS) in schools. This column describes the nature of the Australian education system and contextualizes the way PBIS had been implemented. Future directions to enhance the scaled implementation of PBIS across Australia are also presented.

Best Practice PBIS Implementation

This study presents empirical data on the best practice implementation of the Positive BehaviorInterventions and Supports (PBIS) Champion Modeling schools at each of the three tiers of implementation. The purpose of this study was to identify PBIS best practices evidence indicators for each of the tiers. The design included a review of evidence indicators from a cohort of schools (N = 117) that participated in a three-year PBIS Champion Model workshop series during the 2016-2019 school years and met model criteria for implementation based on the PBIS ChampionModel Framework. Evidence indicators were collected and analyzed from schools that met the requirements of each implementation level. While some met the requirements of all three levels, others met those of two, one, or none. Of the 117 schools in the cohort, 113schools met the Tier 1 level (Bronze) requirement, 94met the Tier 2 level (Silver) requirement, and 86 met the Tier 3 level (Gold) requirement. The findings indicate a variety of evidence indicators in each tier of the PBIS Champion Model Framework (i.e., processes, protocols, training, communication structures) that aligns with Deming’s Plan, Do, Study, Act (PDSA)cycle for quality implementation. This study presents a practical resource that can guide successful systemic implementation of PBIS in each tier and can support student academic learning and behavior in those schools.

Impact of CW-FIT on Student and Teacher Behavior in a Middle School

Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school students would improve with teacher implementation of CW-FIT. A multiple-baseline across conditions design was used to evaluate changes in on-task behavior of adolescent students in sixth and seventh grade from a socioeconomically and ethnically diverse middle school. In addition, the effects on teacher behavior-specific praise statements and teacher reprimands were assessed. Consistent with previous evaluations of CW-FIT, findings indicated a functional relation between the intervention and increases in on-task student behavior. In addition, the findings also showed improvements to teacher behavior with increases in behavior-specific praise statements; however, no effect was observed with teacher reprimands. Social validity measures indicated students and teachers found the intervention favorable. Implications, limitations, and areas for future inquiry are discussed.

Funding PBIS Implementation Through ESSA Title IV, Part A Funds

School-wide positive behavioral interventions and supports (PBIS) is an approach for establishing the systems needed to implement and sustain evidence-based practices to improve student outcomes. When implemented with fidelity, PBIS has been shown to reduce unwanted behaviors, reduce bullying, increase academic achievement, and improve perceptions of school safety. Because of its effectiveness, many administrators and educators at the state and local level seek multiple ways to fund PBIS implementation efforts. One potential source of federal funding includes Title IV, Part A funds from the Every Student Succeeds Act of 2015 (ESSA). A 2018 survey on how districts planned to use their Title IV, Part A funds found that 63% said they planned to use a portion of their allotment on making students safer. When asked how they planned to use their Title IV, Part A funds to improve student health and safety, 61% of districts reported they planned to spend them on PBIS. To assist interested State Educational Agencies (SEAs) and Local Educational Agencies (LEAs), this document provides background details on ESSA and answers common questions about its use to fund PBIS.

Teacher and Student Interactions in School Common Areas: An Examination of Typical Rates of Supervision, Engagement, and Feedback

ABSTRACT Much attention has been paid to the role of effective instruction in classroom settings and there is compelling evidence that teacher clarity, student engagement, feedback, and active supervision are keys to student success. In positive behavior interventions and support (PBIS) schools, these principles are applied school-wide with students receiving supervision, engagement, and feedback regarding behavior in all areas of the school. As an assessment of typical interactions in common areas, trained coders observed school personnel across elementary through high school levels as they were stationed in hallway and cafeteria settings. Results show very low rates of engagement and feedback but relatively high rates of active supervision. These data are described in detail, compared to published rates of similar behaviors in the classroom, and discussed in terms of strategies for increasing effective instructional practices across all areas of the school.

Policies and Practices Supporting Positive Behavioral Interventions and Supports (PBIS) Implementation in High-poverty Florida Middle Schools

ABSTRACT The current study provides foundational research on the extent to which Florida Title 1 middle schools (schools including grades 7 and/or 8) have policies and practices that align with core components of positive behavioral interventions and supports (PBIS). Principals from 197 (42.73%) of all FL Title 1 schools that included at least grades seven and/or eight responded to a survey that focused on the existence and characteristics of: (1) a continuum of evidence-based interventions; (2) leadership team implementation and coordination; (3) content expertise and fluency; (4) process integrity; (5) continuous progress monitoring; and (6) crisis intervention. Results based on an analytic sample of 36.69% of schools indicate that, while schools predominantly identify using a PBIS framework to guide behavioral policies and practices, important features are lacking that would indicate a comprehensive, coordinated implementation approach. The use of multi-tiered programs and supports, planning for continuous improvement and training, and assessment of fidelity and ecological validity of selected practices in high-poverty schools are issues requiring a greater understanding and implementation support. Additional results, as well as recommendations for research and practice are provided.

Implementing Facility-Wide Positive Behavior Interventions and Supports in Secure Juvenile Correction Settings: Results of an Evaluation Study

In this study, we assessed the feasibility and social validity of an adapted approach to positive behavior interventions and supports (PBIS) implementation in secure juvenile facilities. The authors developed a comprehensive model of facility-wide positive behavior interventions and supports (FW-PBIS) for use in secure juvenile correctional facilities, both detention and long term, as well as state and privately run. FW-PBIS leadership team members that included all major facility roles (education, corrections, mental health, medical, recreation) participated in staff development activities and implemented the advocated approaches over the course of the study. We assessed the fidelity, feasibility, and social validity of FW-PBIS in a repeated-measures evaluation study across 50 secure juvenile facilities. We collected intervention fidelity data using a version of the School-Wide Evaluation Tool modified to reflect the unique features of secure juvenile facilities. We also gathered behavioral incident data from the facilities, but it was not possible to combine these data across sites due to the vast differences in data collection, definitions/classifications, and storage systems from state to state. Results indicated that all participating facilities were able to achieve acceptable FW-PBIS implementation fidelity. Staff rated the intervention as acceptable, feasible, and were willing to implement FW-PBIS practices. Staff members also reported gains in sense of efficacy in their roles. Results are discussed in terms of limitations of the current study, future research, and practice needs.

Staff and Youth Buy-In Ideas for Initial and Sustainable Facility-Wide Positive Behavior Intervention and Supports Implementation Within Residential and Juvenile Facilities

The positive behavior interventions and supports (PBIS) framework is a well-researched framework used to teach, model, and reinforce positive behavior in schools across the country. Many residential and juvenile facilities have adopted the PBIS framework to fit a 24/7 delivery model spanning facility environments and activities (known as facility-wide PBIS [FW-PBIS]); this implementation is still in its early stages. While many FW-PBIS leadership teams report improved outcomes when implementing FW-PBIS, many continue to struggle to gain initial buy-in from youth and staff as well as sustain buy-in after initial implementation. We offer suggestions from the field to promote buy-in from key stakeholders within residential and juvenile settings.

Starting a PBIS program in an inpatient setting

Evidence suggests that implementing the Positive Behavior Interventions and Supports (PBIS) framework and its recommended strategies can improve not only behaviors in children, but also an organization's culture (Horner et al., 2009). PBIS is both a behavioral intervention and organizational model aimed at creating safer and more positive environments for children and those who support them. PBIS and its recommended strategies have been found to increase the frequency of children's positive, prosocial behaviors, while decreasing negative behaviors and the disciplinary actions typically used to address them (Horner et al., 2009).

Using video modelling to teach expected behaviours to primary students

Video Self‐Modelling (VSM) and Video Peer‐Modelling (VPM) have proved effective when teaching pro‐social behaviours to students with disability, individually and during whole‐class instruction. In Victoria, Australia, this has been achieved in specialist schools using a television programme known as meTV. This study examined the application of both the meTV model and video modelling when teaching expected behaviours in mainstream schools implementing Positive Behavioural Interventions and Supports (PBIS). The trial found that, after minimal viewings, the use of VSM and VPM, as well as the meTV model, were effective interventions for teaching pro‐social skills for all students.

Professional development in schools: predictors of effectiveness and implications for statewide PBIS trainings

ABSTRACT Research has identified several factors that contribute to the effectiveness of professional development opportunities in schools including improvement of participants’ knowledge, administrator support, incorporation of active learning activities, duration, fostering coherence, and timing. The current case study examined how these six factors contributed to the effectiveness of Positive Behavioral Interventions and Supports (PBIS) trainings conducted in Ohio, USA. More specifically, this case study (a) examined whether there was a relationship between each of these factors and the effectiveness of these training sessions and (b) identified the combination of factors that best predicted the effectiveness of these training sessions through multinomial regression analysis. Results revealed the effectiveness of the trainings was significantly related to incorporation of active learning, level of coherence between learning activities at the training and structures in place at participants’ schools, increase in knowledge, and training date. Implications for future PBIS trainings and professional development events in general are discussed.

Adoption of PBIS within school districts

Recent research in implementation science has focused on identifying factors that predict adoption of evidence-based practices in schools. Less attention has focused on examining the adoption of practices within districts. This study included a sequential cohort of 552 districts in 25 U.S. states adopting an evidence-based framework, school-wide positive behavioral interventions and supports (PBIS). We examined schools within districts reporting on PBIS fidelity during their first five years of PBIS initiatives. Latent change score and multi-level growth modeling were used to examine and predict the percent of district adoption of PBIS over time. Results showed a significant increase in the rate of district adoption over the first 4 years of the initiative, with a decrease in growth between years 4 and 5. District size, proportion of students receiving free or reduced lunch, and districts located in cities and towns were found to be significant predictors of the percent of schools adopting PBIS. Implications for future implementation research and strategies for increasing the adoption of PBIS are discussed.

Proactive Circles: A practical guide to the implementation of a restorative practice

Schools are seeking additional ways to cultivate positive school climate and culture, address problematic behavior, and increase the social-emotional behavior competencies of students. Restorative Practices (RP) is a whole-school practice that emphasizes prevention and positive responses to challenging behavior that can be used across all settings and with all stakeholders. This article describes the foundation of RP and its implementation in schools, specifically focusing on an overview of Proactive Circles and its integration into Positive Behavior Intervention and Supports (PBIS). Examples will be provided of how schools have implemented Circles for building classroom communities, teaching social skills, and problem solving and monitored for fidelity. Last, there will be a discussion regarding planning for implementing Circles as it fits within a PBIS framework.

Positive Behavioral Interventions and Supports in Secure Care Juvenile Justice Settings: Feasibility and Sustainability

The success of positive behavioral interventions and supports (PBIS) in typical schools has led to interest in applying PBIS in alternative settings, including secure care programs for incarcerated juveniles. PBIS holds promise for positively impacting youth behavior in this context. In this discussion article, we describe unique characteristics of secure care and strategies to enhance PBIS implementation and sustainability.

Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations

Positive behavior interventions and supports (PBIS) was first introduced with the reauthorization of the Individuals with Disabilities Education Act in 1997. In this article, we describe the 25-year history of the PBIS implementation experience, including the core features of PBIS as a multitiered framework and the process and outcomes for implementing PBIS across over 26,000 schools. We also summarize the national outcome data of PBIS implementation and conclude with a discussion of future directions and considerations, focusing on sustainability and scaling.

Developing culturally responsive social, emotional, and behavioral supports

Purpose The purpose of this paper is to illustrate an interdisciplinary system of targeted student supports, drawing from social and emotional learning (SEL), culturally responsive practices (CRP) and positive behavioral interventions and supports (PBIS). While these approaches are not often synthesized in research literature, innovative educators are integrating multiple theories and practices to achieve better outcomes for students. Design/methodology/approach The paper uses a descriptive, participatory case study method, including quantitative and qualitative data from a three-year period. The author was a participant in the change process, as well as an observer documenting the outcomes. The case study takes place in a Spanish/English bilingual elementary school. Findings PBIS was a strong influence in the three-year systems change process, due in part to the availability of free, research-based tools. The educators adapted PBIS practices to incorporate SEL, and CRP approaches in several instances. Quantitative data show the increase in PBIS implementation fidelity and one student’s progress with a targeted intervention. Qualitative data illustrate the creative, interdisciplinary and contextualized adaptations made by the team. Originality/value Guidance is available for educators seeking to implement SEL, CRP and/or PBIS approaches in isolation. To a lesser extent, integrated models are emerging in the literature. There is a need for more descriptive, real-world case examples of how these approaches are implemented and adapted in practice. This study provides educators with one example that can offer examples and implications for practice.

Applying Lessons from the Teaching-Family Model: Positive Behavioral Interventions and Supports (PBIS).

Applying Lessons from the Teaching-Family Model: Positive Behavioral Interventions and Supports (PBIS).

School resource officers and schoolwide PBIS: Considerations for training

The number of school resource officers (SROs) is increasing nationwide. Simultaneously, the number of schools adopting schoolwide positive behavioral interventions and supports (PBIS) is increasing and projected to expand in response to the greater focus of the newly passed Every Student Succeeds Act to improve school climate and safety. Without specific guidance regarding the role and function of the SRO situated within a school that has adopted the PBIS framework it is unlikely that the SRO will function in alignment with the PBIS team. The purpose of this article is to offer specific guidance for school leaders by identifying SRO standards and competencies that align with PBIS and sharing a proposed rubric for measuring and shaping the performance of SROs in PBIS schools.

Ten Tips to Consider When Creating and Screening PBIS Films

School personnel can benefit from creating and sharing their own positive behavioral interventions and supports (PBIS) videos. PBIS videos can (a) introduce a new initiative to faculty and students, (b) teach specific school or class expectations, (c) reinforce appropriate student and staff behavior, and (d) celebrate PBIS implementation successes. This discussion article lists and describes strategies that can be used to create and screen PBIS videos. Examples of school personnel using PBIS videos are included.