Students' early problem behaviors in school can be disruptive and even hinder their learning and long-term success. To prevent and address these problem behaviors, schools across the country report adopting multi-tiered systems of support for behavior (MTSS-B). This one-page document highlights findings from "Study of Training in Multi-Tiered…

To prevent and address students' problem behaviors and support their learning, the Department of Education and many states have promoted the use of multi-tiered systems of support for behavior (MTSS-B). This study evaluated one promising, intensive program of MTSS-B training and technical assistance. The MTSS-B approach seeks to change the school…

Students' early problem behaviors in school can be disruptive and even hinder their learning and long-term success. To prevent and address these problem behaviors, schools across the country report adopting Multi-Tiered Systems of Support for Behavior (MTSS-B). The MTSS-B approach seeks to change the school learning environment by consistently…

Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., McIntosh, Chard, Boland, & Horner, 2006), yet documentation of the feasibility…

This evaluation study provides descriptive information about the implementation and outcomes of the 21st Century Community Learning Centers (CCLC) program in West Virginia, from September 2012 through May 2013. The report draws on information from online surveys of directors of 30 CCLC programs and from school teachers for 4,102 participating…

We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii and Illinois where training and technical assistance in SWPBS was provided by regular state personnel over a 3-year period. Results document that the…

It is becoming increasingly common for community teams or coalitions to implement programming for children and families designed to promote positive youth development and prevent adolescent problem behaviors. However, there has been only limited rigorous study of the effectiveness of community teams' programming efforts to produce positive…

The reauthorization of the Individuals with Disabilities Education Act of 1997 emphasized the use of positive behavioral interventions, supports, and services for students with disabilities who display challenging behaviors. Unfortunately, most teachers and schools still lack systems for identification, adoption, and sustained use of these…

Following an initial school inservice workshop on functional assessment and differential reinforcement procedures with five children having severe behavior problems, on-site technical assistance was provided to local school personnel working in transdisciplinary teams. Functional analysis was effective in identifying individual maintaining…

This brief paper describes a Behavioral Intervention Program (BIP) in Georgia in 1995-1997 that provided services at the local level for 88 students with severe and challenging behaviors. Under the program, students with severe behaviors are identified at the local level and referred to the BIP through a request for service process. The local…

A consultation model provided technical assistance in the areas of behavior management and curriculum design for the treatment of severe behavior problems exhibited by persons with severe/profound retardation and dual sensory impairments (deaf/blind). Four of the five clients showed significant behavioral improvements as a result of the…