The shift to online teaching during the COVID-19 pandemic forced schools to swiftly develop strategies for virtual settings to ensure students received effective instruction. Antecedent- and consequence-based interventions have been shown to be effective in classrooms; however, to our best knowledge, there have been no reports on the effects of…

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…

The purpose of this study was to analyze the effects of a school wide positive behavior initiative designed to improve student behavior. Researchers analyzed the last 3 years (2005-2008) of student discipline referral data for grades 7 and 8. Implementation resulted in a significant reduction in the number of discipline referrals. Data revealed a…

The paucity of research investigating the effectiveness of universal behavioral strategies for supporting students in alternative educational settings is of great concern. However, a growing literature base supporting schoolwide positive behavioral support interventions (SWPBS) has been encouraging. This program evaluation provides additional…

This study examined student perceptions of their school environment (specifically, safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and their relation with academic achievement at the school level. Participants were students in 969 elementary schools and 73 middle schools who took part in a…

This study was aimed to investigate the potential negative impact that positive (e.g., praise and rewards) and punitive (e.g., sending students to the office) disciplinary techniques, commonly used within the Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) approach, have on students' prosocial motivation, and how aspects of…

Check In/Check Out (CICO) is a secondary tier intervention for those students who are not responsive to universal tier, school-wide positive behavioral interventions and supports. The present study extended the implementation of CICO to six students with emotional and behavioral disorders in a residential facility whose behaviors were maintained…

Although there is literature supporting the effectiveness of tertiary behavioral supports, the majority of the studies have been conducted with single-subject designs. The Prevent-Teach-Reinforce (PTR) model is a standardized model of a school-based tertiary intervention. This study reports initial results from a randomized controlled trial to…

The Systematic Screening for Behavior Disorders (SSBD), a multistage screening system designed to identify elementary school--age children at risk for emotional and behavioral disorders, was evaluated for use with middle and junior high school students. During SSBD Stage 1, teachers identified 123 students in grades 6 through 9 with…

This study evaluated the effectiveness of contingency mapping, a new visual support strategy designed to enhance clients' understanding of the contingencies associated with functional equivalence training (FET). The study was conducted in a general education classroom with an adolescent boy with autism who engaged in prompt dependent behavior. A…