The Positive Behavioral Interventions and Supports (PBIS) framework is currently implemented in more than 25,000 schools across the globe. Its implementation has demonstrated positive impacts on a number of behavioral and academic outcomes. A growing evidence base has found that PBIS has been particularly effective at reducing both in- and…

The current body of research on classroom environments identifies key proactive instructional strategies that when implemented effectively can reduce the likelihood of problematic behavioral incidents by students. One strategy known as active supervision has demonstrated positive outcomes across school settings, including classrooms, hallways,…

Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?--without support, students with…

Precorrection is an intervention that is a simple, systematic method of predicting and addressing inappropriate social or academic behaviors. It can be successfully be implemented for students of any age and ability, and across any setting, behavior, or academic task. This article demonstrates the use of precorrection across settings, including as…

Quality professional development (PD) can be a great benefit to teachers who need help with classroom management implementation. PD programs have better outcomes when there is follow-up after skill instruction. Providing PD within a multitiered support (MTS) framework can make PD delivery more efficient for schools. We describe an MTS-PD program…

Positive Behavioral Interventions and Supports (PBIS) provides effective behavior management in many schools, yet such systematic approaches to behavior management are generally not implemented aboard school buses. This article describes guidance for the expansion of PBIS onto school buses. Research supporting the use of PBIS in school and…

Managing problematic classroom behavior is a challenge for many teachers, regardless of population. The website, www.basicfba.com, designed by researchers at Portland State University, offers teachers and practitioners a wealth of materials to assist them in conducting and maintaining a functional behavior assessment and behavior support plan.…

This article provides educators with a research-informed process for addressing student problem self-injurious behaviors within inclusive settings. The process involves (a) identifying functions of problem behaviors, (b) implementing function-based interventions that include teaching and reinforcing socially acceptable replacement behaviors, (c)…

Check-in/check-out (CICO) is a well-established Tier 2 intervention to address at-risk student behavior problems. Despite its widespread empirical support and applied use, CICO can be taxing for teachers to implement when there is insufficient time available and teacher self-efficacy in addressing behavior problems is low. Evaluation of CICO is…

Positive behavioral interventions and supports (PBIS) is a means to proactively address student behavior in all school settings. Misbehavior on the school bus can lead to issues with safety, carry over to school and home, and hinder at-risk students' academic success. Students' behavior can be supported on the bus through the implementation of a…

Students with or at risk of emotional and behavioral disorders can benefit from a variety of self-regulation strategies. One such strategy is goal setting, which can be used to improve both academic and behavioral outcomes in the classroom. In this article, we discuss the importance of goal setting and current research in this area. In addition,…

Students who are at risk for or show low-intensity behavioral problems may need targeted, Tier 2 interventions. Often, Tier 2 problem-solving teams are charged with monitoring student responsiveness to intervention. This process may be difficult for those who are not trained in data collection and analysis procedures. To aid practitioners in these…