Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 5 |
| Since 2016 (last 10 years) | 18 |
| Since 2006 (last 20 years) | 22 |
Descriptor
Source
Author
Publication Type
| Reports - Research | 20 |
| Journal Articles | 12 |
| Dissertations/Theses -… | 1 |
| Reports - Evaluative | 1 |
Education Level
| Secondary Education | 12 |
| High Schools | 10 |
| Elementary Education | 9 |
| Junior High Schools | 4 |
| Middle Schools | 4 |
| Elementary Secondary Education | 1 |
Audience
Location
| Maryland | 22 |
| Wisconsin | 5 |
| California | 4 |
| Missouri | 4 |
| Arizona | 3 |
| Illinois | 3 |
| Minnesota | 3 |
| North Carolina | 3 |
| Colorado | 2 |
| Connecticut | 2 |
| Florida | 1 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
| Organizational Climate… | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewed
Download full text
Direct linkKatie Eklund; Stephen Kilgus; Miranda Zahn; Nathaniel von der Embse; Jessica Willenbrink; Elizabeth Davis; Teagan Twombly – Grantee Submission, 2023
The purpose of this study was to examine the accuracy of function-based decisions made in consideration of scores from the Intervention Selection Profile (ISP)-Function, a tool founded upon direct behavior rating methodology. The ISP-Function is designed to be a brief measure, given the need for efficient and low resource assessments in schools.…
Descriptors: Functional Behavioral Assessment, Intervention, Behavior Rating Scales, Student Behavior
Katie Eklund; Stephen P. Kilgus; Miranda Zahn; Nathaniel P. von der Embse; Jessica Willenbrink; Elizabeth Davis; Teagan Twombly – School Psychology, 2023
The purpose of this study was to examine the accuracy of function-based decisions made in consideration of scores from the Intervention Selection Profile--Function (ISP-Function), a tool founded upon direct behavior rating (DBR) methodology. The ISP-Function is designed to be a brief measure, given the need for efficient and low-resource…
Descriptors: Functional Behavioral Assessment, Intervention, Behavior Rating Scales, Student Behavior
Sarah Lindstrom Johnson; Y. Natalia Alfonso; Elise T. Pas; Katrina J. Debnam; Catherine P. Bradshaw – School Psychology Review, 2020
Positive Behavioral Interventions and Supports (PBIS) is a widely used multitiered prevention framework that embeds a systems approach for establishing behavioral supports for all students, across all levels of need, to achieve social, behavioral, and academic success. A growing body of research has documented the effectiveness of PBIS in schools…
Descriptors: Positive Behavior Supports, Intervention, Cost Effectiveness, Program Implementation
A Survey of Team Members' Perceptions of Coaching Activities Related to Tier 1 SWPBIS Implementation
Bastable, Eoin; Massar, Michelle M.; McIntosh, Kent – Journal of Positive Behavior Interventions, 2020
Coaching is an important component in multi-tiered systems of support (MTSS) such as school-wide positive behavioral interventions and supports (SWPBIS), but little is known about which coaching activities are most related to sustained implementation of this school-wide framework. A survey was developed to examine the amount of receipt and…
Descriptors: Coaching (Performance), Positive Behavior Supports, Program Implementation, Intervention
Bradshaw, Catherine P.; Pas, Elise T.; Debnam, Katrina J.; Johnson, Sarah Lindstrom – Remedial and Special Education, 2021
This study presents findings from a 58 high-school group-randomized controlled trial testing the effectiveness of training in a multitiered system of supports for behavior (MTSS-B) framework, which was leveraged to reduce students' risk for emotional and behavior disorders. The trial tested the impact of MTSS-B, which included (a) training in the…
Descriptors: Randomized Controlled Trials, Positive Behavior Supports, High School Students, Program Effectiveness
Larson, Kristine E.; Pas, Elise T.; Bottiani, Jessika H.; Kush, Joseph M.; Bradshaw, Catherine P. – Journal of Positive Behavior Interventions, 2021
Student engagement is a multidimensional construct influenced by complex student, classroom, and school factors. Although prior research has examined various dimensions of student engagement, few studies have adopted a multilevel approach to simultaneously incorporate observational measures of classroom practices with student and school factors.…
Descriptors: Hierarchical Linear Modeling, Learner Engagement, Classroom Techniques, Multidimensional Scaling
Noltemeyer, Amity; Petrasek, Michael; Stine, Karen; Palmer, Katelyn; Meehan, Cricket; Jordan, Emily – Journal of Applied School Psychology, 2018
With the increasing use of Positive Behavioral Interventions and Supports (PBIS) nationally, several states have developed systems to recognize exemplar schools that are implementing PBIS with fidelity. These systems serve the dual purpose of identifying model PBIS schools for other schools to emulate while also reinforcing schools' effective PBIS…
Descriptors: Positive Behavior Supports, Models, Program Implementation, State Departments of Education
Bradshaw, Catherine P.; Pas, Elise T.; Musci, Rashelle J.; Kush, Joseph; Ryoo, Ji Hoon – Grantee Submission, 2021
This study examined the impact of a state policy requiring that any school with a habitual truancy rate of 8% of higher to be trained in Tier 1 school-wide Positive Behavioral Interventions and Supports (SW-PBIS). A regression discontinuity (RD) design was used to examine how the schools' mandate status related to SW-PBIS training as well as…
Descriptors: State Policy, Middle Schools, High Schools, Truancy
Larson, Kristine E.; Pas, Elise T.; Bottiani, Jessika H.; Kush, Joseph; Bradshaw, Catherine P. – Grantee Submission, 2020
Student engagement is a multidimensional construct influenced by complex student, classroom, and school factors. Although prior research has examined various dimensions of student engagement, few studies have adopted a multilevel approach to simultaneously incorporate observational measures of classroom practices with student and school factors.…
Descriptors: Hierarchical Linear Modeling, Learner Engagement, Classroom Techniques, Student Characteristics
Khoury, Caitlin Rasplica; McIntosh, Kent; Hoselton, Robert – Remedial and Special Education, 2019
Fidelity of implementation of school practices is crucial to student outcomes. Several types of tools, including self-assessments, are available for measuring fidelity, but little is known regarding the relation of self-assessments of fidelity to fidelity instruments completed with the support of external experts, specifically, during the first…
Descriptors: Validity, Fidelity, Program Implementation, Self Evaluation (Individuals)
Bradshaw, Catherine P.; Johnson, Sarah Lindstrom; Zhu, Yifan; Pas, Elise T. – Grantee Submission, 2020
Positive Behavioral Interventions and Supports (PBIS) has been shown to be a promising approach for improving a range of behavioral health and academic outcomes for youth. This study leveraged data from the scale-up of PBIS and a randomized controlled trial, both conducted in Maryland, to estimate the dollars saved per 100 students as a result of…
Descriptors: Positive Behavior Supports, Educational Benefits, Cost Effectiveness, Student Improvement
Pas, Elise T.; Lindstrom Johnson, Sarah; Alfonso, Yira Natalia; Bradshaw, Catherine P. – Grantee Submission, 2020
This study leveraged data from a 40-school randomized controlled trial to understand the cost of coaching to support implementation of evidence-based programs (EBPs) through a multi-tiered system of supports for behavior (MTSS-B) model. Coach activity log data were utilized to generate the annual average, per school, costs of coaching of $8,198.…
Descriptors: Coaching (Performance), Evidence Based Practice, Adoption (Ideas), Program Implementation
Mitchell, Barbara S.; Hatton, Heather; Lewis, Timothy J. – Journal of Positive Behavior Interventions, 2018
Thousands of schools across the United States, and worldwide, implement School-Wide Positive Behavioral Interventions and Supports (SWPBIS). SWPBIS provides a framework whereby teams of educators engage in data-based decision making to select, implement, and monitor a continuum of behavioral supports and build sustainable systems to promote…
Descriptors: Positive Behavior Supports, Behavior Problems, Student Behavior, Behavior Modification
Larson, Kristine E.; Bottiani, Jessika H.; Pas, Elise T.; Kush, Joseph M.; Bradshaw, Catherine P. – Grantee Submission, 2019
Excessive use of exclusionary school discipline with Black students is a persistent, systemic problem in U.S. schools with potential to affect students' perceptions of their school. For example, students may notice racial differences in out-of-school suspensions, which may relate to how academically engaged they feel and the extent to which they…
Descriptors: Discipline, Disproportionate Representation, African American Students, Learner Engagement
Pas, Elise T.; Ryoo, Ji Hoon; Musci, Rashelle; Bradshaw, Catherine P. – Grantee Submission, 2019
The three-tiered Positive Behavioral Interventions and Supports (PBIS) framework promotes the development of systems and data analysis to guide the selection and implementation of evidence-based practices across multiple tiers. The current study examined the effects of universal (tier 1) or school-wide PBIS (SW-PBIS) in one state's scale-up of…
Descriptors: Positive Behavior Supports, Behavior Modification, Intervention, Program Effectiveness
Previous Page | Next Page ยป
Pages: 1 | 2
