School-wide Positive Behavior Support Research Articles

Descriptive Analysis of Functional Behavioral Assessments for Students Who Display Challenging Behaviors

Functional behavioral assessment (FBA) has become an integral component in schools for addressing students’ challenging behaviors within a school-wide positive behavior interventions and supports (PBIS) approach and under the individuals with disabilities education act (IDEA). There have been literally hundreds of studies conducted on various aspects of FBA including methodologies and participants; and many literature reviews have been undertaken. However, an unanswered question is how necessary and sufficient are complicated, multi-faceted FBA experimental procedures to determine function and an intervention for students who display challenging behaviors? Two previous reviews (Common et al., 2017; Maag, 2018) that focused on students with high incidence disabilities (e.g., learning disabilities, ADHD) or those at-risk had more included studies with students at-risk than with any disability or mental health condition at all. Therefore, the purpose of this review is to describe and analyze the need for educators to perform FBAs prior to developing an individual intensive intervention for students who display challenging behaviors but without a high incidence disability based on information from those two reviews. Keywords: functional behavioral assessment, at-risk, challenging behaviors DOI: 10.7176/JEP/12-14-01 Publication date: May 31 st 2021

The Additive Effects of Implementing Advanced Tiers of SWPBIS With Fidelity on Disciplinary Exclusions

Schools continue to rely on disciplinary exclusions as a consequence for behavioral rule violations, despite evidence that removing students from instruction for discipline purposes is associated with poor behavioral, academic, and social outcomes. School-wide positive behavior interventions and supports (SWPBIS) is one multitiered support framework used to prevent behavior problems while developing effective and efficient systems for intervening with students who require more support. Prior research suggests implementing Tier 1 of SWPBIS with fidelity is associated with reductions in disciplinary exclusions. In this study, we evaluated the additive effects of implementing Tier 1 and advanced tiers (i.e., Tiers 2 and 3) with fidelity compared with Tier 1 alone for 558 schools in California. Results indicate schools implementing all three tiers with fidelity had significantly lower rates of students receiving one out-of-school suspension, out-of-school suspension incidents, and referrals to law enforcement. We also discuss implications and recommendations for future research.

School–family partnerships to support positive behavior: assessing social validity and intervention fidelity

One critical feature of Schoolwide Positive Behavior Interventions and Support (PBIS) is the inclusion of families in the implementation of schoolwide systems and practices. However, research on family engagement within PBIS has focused almost exclusively on families of students with intensive behavior support needs, with little emphasis on fostering engagement with families of students with less severe behavioral challenges. This mixed–methods study examined the implementation of Partnering for Positive Behavior (PPB), a teacher–family member shared decision–making process designed to address the needs of students struggling to meet classroom behavioral expectations, by four teacher–family member dyads from two elementary schools implementing PBIS. Results show that teachers were able to implement PPB with fidelity and suggest that all participants perceived the process as acceptable, feasible, and useable.

Embedding parental input in instruction of SWPBS behavioral expectations for African American students

Schoolwide Positive Behavior Support, a framework for remediating and preventing student problem behaviors and supporting schools, has demonstrated a reduction in office disciplinary referrals (ODRs) among student groups. However, African American students are still overrepresented in ODRs. This study extended a prior study that explored parents’ perceptions of schoolwide expectations. The previous study resulted in the development of a social skill curriculum to embed parental input within the meaning of the expectations as one way to build cultural responsiveness. Specifically, authors aimed to examine the effects of the social skill curriculum on the nonadherence to classroom expectations of K-1 African American students’ using multiple-probes across participants design. Results indicated improved adherence to behavioral expectations across participants. Implications for research and practice are provided.

学校規模ポジティブ行動支援（SWPBS）とは何か？――教育システムに対する行動分析学的アプローチの適用――

学校規模ポジティブ行動支援（SWPBS）とは何か？――教育システムに対する行動分析学的アプローチの適用――

わが国における学校規模ポジティブ行動支援（SWPBS）の開発と貢献

わが国における学校規模ポジティブ行動支援（SWPBS）の開発と貢献

学校規模ポジティブ行動支援（SWPBS）における実行度の評価

学校規模ポジティブ行動支援（SWPBS）における実行度の評価

Heterogeneity in Short- and Long-Term Impacts of School-Wide Positive Behavior Support (SWPBS) on Academic Outcomes, Behavioral Outcomes, and Criminal Activity

To address social and behavioral problems in schools, more than 26,000 schools around the world have implemented School-Wide Positive Behavior Support (SWPBS). Previous studies have focused on the effects of SWPBS on short-term teacher-rated behavior such as office discipline referrals or academic outcomes, but no study has yet investigated effects on long-term student outcomes. We use population-wide longitudinal register data, including all Norwegian students that are exposed to SWPBS, and examine effects on short- and long-term academic outcomes, as well as long-term school behavior and youth crime. Both when we evaluate average program effects for all students and when looking at at-risk students only, we find no indications that the Norwegian SWPBS affected any of these outcomes.

Development and Validation of a Measure Assessing Sustainability of Tier 2 and 3 Behavior Support Systems

To identify the most effective strategies for implementing and sustaining Tier 2 and 3 behavior support systems, a measure of general and tier-specific factors hypothesized to predict sustained implementation is needed. To address this need, we conducted two studies examining the construct validity of the Advanced Level Tier Interventions Treatment Utilization and Durability Evaluation (ALTITUDE) measure: one assessing the content aspects of construct validity (Study 1) and one assessing the structural and external aspects of construct validity (Study 2). In Study 1, participants included an expert panel of 26 members who provided iterative feedback during measure development. The results showed strong content representativeness (content validity index = .93) for assessing elements indicating sustainability. In Study 2, participants were school personnel from 646 schools who completed the measure. The results showed model fit was good for both a three-factor correlated model (CFI = .98, RMSEA = .06, SRMR = .05) and Bifactor S-1 model with correlated Tier 2 and Tier 3 specific residual factors (CFI = .98, RMSEA = .06, SRMR = .05). In addition, ALTITUDE latent factors were found to have both convergent and discriminant evidence in relation to concurrent fidelity of school-wide positive behavioral interventions and supports (SWPBIS) implementation at Tiers 1, 2, and 3. This construct validity evidence will support the use of the ALTITUDE in identifying the strongest tier-general and tier-specific predictors of sustained implementation of Tier 2 and 3 behavior support systems.

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

The purpose of this longitudinal study was to examine patterns in implementation of Tiers 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 Tiers 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.

Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden

School-wide positive behavior support (SWPBIS) is a well-evaluated school approach to promoting a positive school climate and decreasing problem behaviors. Initial implementation is one of the most critical stages of program implementation. In this qualitative study, the initial implementation of SWPBIS in Swedish schools was studied using an implementation model of behavior change as guidance for interviews and analyses. The study makes significant contributions to previous research as little is known of the implementation of SWPBIS in Swedish context. Focus-group interviews were conducted with 59 professionals on implementation teams from nine schools. Themes were extracted according to implementation team members' perceptions and descriptions of how the initial implementation was carried out. The results of this study revealed relevant themes within the three domains of Capability, Opportunity, and Motivation. Core features were found under the themes of knowledge and experience of similar evidence-based programs, process or result orientation, time, manual content, organizational prerequisites, team functioning, implementation leadership, program as a unifying factor, program aligning with staff beliefs, plausible expectations, and emotional reinforcement. Results are discussed in terms of how they can be used in continuing to develop the Swedish model of SWPBIS. Implications regarding implementation in Swedish schools are discussed, as is the applicability of the model of behavior change for studying implementation in schools.

Structural, cultural and instructional predictors essential to sustained implementation fidelity in schools: The School-Wide Positive Behavior Support Model (SWPBS)

Optimal intervention effects require adequate implementation fidelity, and high sustained implementation fidelity is hypothesized a pre-requisite for long-term positive intervention effects. However, implementing interventions with high fidelity seems particularly difficult in schools. The purpose of the this prospective longitudinal study was to add to the current knowledge by testing the predictive effects of school structural, cultural, instructional and community-level factors to longer-term fidelity in a sample of 65 representative primary schools in Norway (Grades 1–7) implementing the evidence-based School-Wide Positive Behavior Support model (SWPBS). Results from the Automatic Linear Modeling analysis which included more than 300 predictor variables, showed that the 10 most important predictors were all related to the schools inner context, in particular to the cultural characteristics of the schools, teachers' disciplinary practices, and prior fidelity. The findings are discussed in relation to prior and future research, and practical implications are coined.

Telecoaching to Support Schoolwide Positive Behavior Interventions and Supports in Rural Schools

Schoolwide positive behavior interventions and supports (SWPBIS) is a three-tiered framework for preventing and addressing challenging behavior and improving school climate. SWPBIS requires ongoing coaching and consultation to ensure implementation fidelity and improve the efficiency and efficacy of data-based decision making and problem-solving processes. While many schools across the United States have district or school-level SWPBIS coaches in this role, many rural school districts do not have the funds or local expertise of a SWPBIS coach. To address this gap in a much-needed role, we examined the use of a teleconsultation model, as a substitute for in-person monthly SWPBIS coaching. This qualitative case study involved semi-structured focus group interviews of SWPBIS team members who received telecoaching. Perceptions regarding SWPBIS in rural settings in general, in addition to specific issues (e.g., barriers and benefits) related to the use of telecoaching were obtained and analyzed.

Effects of school-wide positive behavior support in Denmark: results from the Danish National Register data

ABSTRACT Several schools and state departments of education are leveraging prevention frameworks such as School-Wide Positive Behavior Support (SWPBS) to address problem behavior in schools, with the ultimate goal of improving academic achievement and producing lasting effects later in life. Much of the research demonstrating the promise of SWPBS has been conducted in the US and focused on near-term impacts, with less exploration of the various international adoptions of the model in other countries, and no studies exploring the longer term impact. This study leverages population-wide Danish administrative registry data (2006–2016) to examine the effect of the Danish/Norwegian adoption of SWPBS on the in-school outcome academic achievement and the out-of-school outcomes enrollment in upper secondary education, unemployment, and crime using a difference-in-differences (DD) design. The DD indicated an improvement in academic achievement in the 2nd and 3d year of implementation at schools likely to have implemented the program.

Preventing challenging behavior: 10 behavior management strategies every teacher should know

In response to the call for inclusion, teachers are now managing challenging behavior in the general education classroom at increased rates. Co-teaching has been relied on by many teachers in order to create more inclusive classrooms, however, teachers continue to report feeling ill-prepared to manage student behavior effectively. Although many strategies exist on how to manage classroom behavior, the widely-adopted School-Wide Positive Behavior Support (SWPBS) framework strongly encourages the use of preventative approaches . The purpose of this article is to share 10 evidenced-based strategies that are easy to implement and applicable across all tiers with a Multi-Tiered System of Support (MTSS) framework with practitioners.

A Systematic Review of the Effects of Schoolwide Intervention Programs on Student and Teacher Perceptions of School Climate

A safe, supportive school climate is critical for school effectiveness. Unfortunately, the research linking a positive school climate to critical student outcomes includes few systematic reviews of the school climate literature and no reviews focused on the effects of interventions to improve school climate. This review examined the methodological quality and findings from 18 experimental studies evaluating the effects of schoolwide interventions on teacher and student perceptions of school climate. Each study was rated in terms of quality of the methods and magnitude of effects on school climate. Results indicated that only three of the 25 articles were considered methodologically sound. Effect sizes estimating the differences in teacher perceptions of school climate ranged from −0.29 to 1.69, while those concerning differences in student perceptions ranged from 0.03 to 1.93. Studies examining the effects of schoolwide positive behavioral interventions and supports (SWPBIS) and social and emotional learning (SEL) interventions were the most methodologically sound and associated with the highest effect sizes.

Implementation of Targeted Mental Health Interventions in Urban Schools: Preliminary Findings on the Impact of Training Strategy on Program Fidelity

ABSTRACT School-based mental health programs are increasingly recognized as methods by which to improve children’s access to evidence-based practices (EBPs), particularly in urban under-resourced communities. School-wide positive behavior interventions and supports (PBIS) is one approach to integrating mental health services into school-based programming; however, school providers require training and support to implement programs as intended. We have conducted a randomized controlled trial to compare two models for training school-based personnel to deliver group EBPs to children at high risk of developing internalizing or externalizing problems. School personnel (N = 24) from six schools in a large urban school district were trained with either a basic training and consultation strategy or an enhanced training and consultation strategy. Preliminary findings show that the enhanced strategy resulted in 9% higher content fidelity than the basic strategy. School personnel who were switched to the basic strategy had slightly lower content fidelity for the last 2 years of the trial and school personnel who continued to receive basic consultation during the step-down phase saw their fidelity decline. The two conditions did not differ with regard to process fidelity.

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

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.

Using a Systematic Evaluation to Establish Need and Buy-In Prior to Adoption of a SWPBIS Model

ABSTRACT Most schools throughout the United States are adopting Schoolwide Positive Behavior Interventions and Supports (SWPBIS). Many school administrators and PBIS teams appear to be implementing SWPBIS without the implementation of a needs assessment to measure preparedness and buy-in prior to a schoolwide initiative. The current research on SWPBIS generally doesn’t include lacks information about the needs assessment, the level of need, or the personnel buy-in. The purpose of this study was to measure need and buy-in of a school climate by using a systematic approach implemented within a mixed methods sequential explanatory design (MMSE). The MMSE design used determined the level of need and buy-in towards a SWPBIS model. The MMSE was used in a two phase process: phase one was a survey on school climate and phase two was a series of focus group interviews. The findings demonstrated a high level of need for PBIS but a low level of school personnel buy-in. The findings are presented and implications of the findings are discussed.

Establishing the literature base of SWPBIS research in schools with large populations of underrepresented students

For more than 20 years, the schoolwide positive behavioral interventions and supports (SWPBIS) literature base has been growing as it relates to implementation and sustainability across various settings and grade levels. While the research is clear that SWPBIS is an effective multitiered framework, gaps in the literature exist. Specifically, the extent to which SWPBIS has been implemented in traditionally underrepresented schools has yet to be fully examined. This systematic review of the SWPBIS literature base resulted in 46 articles that were coded across 13 variables. The number of articles highlight underrepresentation in the SWPBIS literature. Researchers demonstrated variable (a) reductions in rates of disciplinary infractions and exclusionary responses, (b) implementation with fidelity, and (c) positive student outcomes across academics, attendance, and achievement.