Julie Causton, Kate MacLeod, and Kristie Pretti-Frontczak work with administrators all over the world who believe in supporting students with compassion and leading schools with love. But these administrators report incredible challenges they face in ditching traditional behavior-management practices like punitive or public discipline tactics.…

This study was conducted to examine the effectiveness of Prevent-Teach-Reinforce for Young Children (PTR-YC) using a single-case experimental design. PTR-YC is a manualized intervention designed to address challenging behaviors for children in preschool and childcare settings using the framework of positive behavior support. Participants included…

This article focuses on an analysis of trends in the "Journal of Positive Behavorial Interventions" ("JPBI") since its inception. The primary emphasis is on the variables that contributed to the origin of the journal. Key researchers and other professionals felt that there was a need for a new field (with a new journal) in…

Across Australia, almost one third of schools have been trained to implement school-wide positive behaviour support (SWPBS). As part of a Tier 1 approach, students are expected to demonstrate expected behaviours. By defining these behaviours in conjunction with students and families, and explicitly teaching these to students, schools implementing…

As school leaders continue to look for solutions to ongoing negative student behaviors, many schools have implemented the Positive Behavioral Interventions and Supports framework. The Positive Behavioral Interventions and Supports framework supports educators and students using positive strategies for behavior, academic, social, emotional, and…

The purpose of this study was to examine elementary general music teachers' experiences and perspectives with classroom management within the context of the COVID-19 pandemic. Participants consisted of five practicing elementary general music teachers in Southern California who participated in three individual interviews, one focus group, and two…

Purpose: Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of…

The purpose of this study was to conduct a descriptive and quantitative review of the literature examining the effectiveness of check-in check-out (CICO), a commonly used behavioral intervention in the context of a Positive Behavior Interventions and Supports framework. Studies that experimentally investigated the effectiveness of CICO or modified…

Inclusion is an expectation of all mainstream schools across England yet research into strategies concerning how teachers and teaching assistants facilitate effective inclusive practice remains limited. This study explores the enactment of Florian and Black Hawkins (2011. "Exploring Inclusive Pedagogy." "British Educational Research…

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…

This brief provides an overview of how to identify and determine why a student may be avoiding or refusing to attend school, and ways that schoolwide positive behavioral interventions and supports (PBIS) teams can help to assess and address school refusal. We will introduce a research-based framework to engage in problem-solving to better support…

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…

The problem investigated by this study is that professional development (PD) provided for educators had not prepared them to implement behavior interventions and positive behavior interventions and supports (PBIS) to meet classroom management and students' needs. This basic qualitative study was conducted to investigate the experiences of high…

Global implementation of School-Wide Positive Behaviour Support (SWPBS) has grown considerably over the last forty years. SWPBS seeks to provide a multi-tiered approach to strategically frame integrated actions responding to matters of wellbeing, discipline and punishment in schools using Evidence-Based Interventions (EBIs). In this respect, EBIs…

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…