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…

Over the past several decades, public schools across the United States have experienced an increasingly visible diversity rift between student enrollment and teaching faculty. The number of students from diverse backgrounds continues to grow while educator ranks continue to become more homogeneous. This diversity rift presents several challenges…

The purpose of this qualitative descriptive study was to explore how K-12 teacher perceptions about Positive Behavior Intervention and Supports (PBIS) influenced their use towards non-white students, students with disabilities, lower socioeconomic students, and limited English proficiency students. With the well documented suspension…

To better understand the supports needed to positively impact student outcomes, the Center on Positive Behavioral Interventions and Supports (PBIS) has been examining several model demonstrations of PBIS implementation in schools residing within high need Local Education Agencies (LEAs). In particular, this brief provides an initial examination on…

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…

Ample scientific research has documented that exclusionary discipline practices are both ineffective for reducing unwanted behaviors and harmful to the long-term social and academic outcomes of students. Further, exclusionary discipline practices are especially harmful given their disproportionate use with students of color, students with…

Exclusionary discipline practices have a direct negative impact on individual students, schools, and society at large. To improve equity and cultural responsivity, active efforts to assess the contextual fit of effective strategies are necessary. The following study describes the Inclusive Skill-building Learning Approach (ISLA), an intervention…

School discipline continues to be a challenge for schools, resulting in loss of instructional time for both teachers and students. With respect to discipline actions, school suspension is one of the most widely used, yet research continues to demonstrate an empirical link between receipt of suspension and poor student outcomes, including increased…

This action research study was designed to understand the causes of behavioral problems that led to an excessive number of teacher office referrals and school suspensions at a public school in North Carolina and identify behavior techniques and effective modern-day classroom management methods that could be utilized in the classroom to reduce this…

Schoolwide positive behavior interventions and supports (SWPBIS) is currently implemented in more than 23,000 schools nationally and internationally. Several reviews have examined the SWPBIS evidence base, including a meta-analysis of single-case design research. However, to date, there has not been a review of group-based experimental research…

Exclusionary and punitive school discipline policies, such as suspensions and expulsions, allow educators to remove students from the classroom for poor behavior or misconduct. However, emerging research suggests that these practices also increase the likelihood that students repeat grades, are excessively absent from school, drop out entirely…

This study develops a comprehensive understanding of the effect of a program of positive behavioral interventions on a teachers' classroom management, and the implementation of mandated Illinois Senate Bill 100 regulations. In contrast to traditional disciplinary practices, this study explores high school administrators' perspectives regarding the…

PBIS is has been consistently correlated with reductions in student exclusion including suspensions, expulsions, poor attendance, and high school dropout rates. However, school-wide strategies that do not specifically involve effective instruction in academic areas are unlikely to result in increased academic achievement. To address this reality,…

The purpose of our study was to examine Positive Behavior Interventions and Supports (PBIS) implementation fidelity and student outcomes for secondary schools in a large, urban school district placed under a corrective action plan due to disproportionate suspension practices for students of color. Drawing upon data over a four-year period on PBIS…

Although there is increasing awareness of policy decisions contributing to disproportionality in exclusionary practices, few studies have empirically examined common elements of discipline policies across the nation. We utilized a methodological review and the Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE) to…