We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable referrals for Black students. The intervention involved assessing patterns of racial disparities in…

The purpose of this explanatory sequential design was to (a) investigate teachers' perceptions of supportive principal behaviors, (b) investigate teachers' perceptions of the overall T-TESS evaluation process, and (c) find the correlation between the two perceptions. A convenience sample of 105 elementary and middle school teachers who work in a…

Background: Psychotropic medication is widely prescribed to treat mental illness. However, it is controversial when used as a chemical restraint (CR) to manage challenging behaviours (CBs) of adults with intellectual disability (ID). CR has potentially negative consequences and affects human rights. Method: Qualitative research conducted between…

Given that behavioral challenges contribute to learner exclusion in schools, there is a demand for behavior support strategies and practices that (a) extend beyond punitive measures, (b) aid the development of school customs and mores, (c) are based on nonviolence, and (d) promote positive self-discipline. This column explores behavior management…

Check-in, check-out (CICO), an intervention implemented with students at risk for behavioral disorders, addresses minor misbehaviors by providing students with a structured means of receiving positive adult attention. CICO reduces problem behaviors and improves appropriate behaviors of students with and without behavioral disorders. Research…

Tier 2 social behavioral interventions are designed to support up to 15% of the school population; as such, they must be efficient and effective. The purpose of this article is to propose an adaptive, responsive approach to the implementation of social behavioral Tier 2 interventions, considering both core components and malleable features to…

Teachers are often called upon to identify behavioral and emotional risk within their students by completing a variety of assessment tools. However, many teachers may lack the requisite skills to reliably identify students at-risk or use data derived from assessment tools to inform intervention. A series of trainings were developed to improve…

Clip charts have been a common classroom strategy for many years. Once considered an effective tool for displaying behavioral progress and adherence to classroom rules, they may not be as helpful as once thought. In this practice brief, we describe how such strategies are inconsistent with a PBIS [Positive Behavioral Interventions and Supports]…

Filling a vital need, this is the first comprehensive guide to supporting K-12 teachers in effective implementation of classwide positive behavioral interventions and supports (CWPBIS). The book presents a roadmap for designing and delivering professional development based on behavioral principles. Procedures are outlined for providing data-driven…

Positive Behavioral Intervention and Supports (PBIS) arose from the need to respond to the pervasive racial disparities in behavioral outcomes for students with, and at-risk, for disabilities. Initially, the use of culturally appropriate interventions was indirectly emphasized through PBIS. The purpose of this annotated bibliography is to…

This study evaluated use of the Caught Being Good Game (CBGG) across two adolescent student populations, maintaining a focus on the provision of feedback during the game. The CBGG, a variation of the group contingency intervention the Good Behavior Game (GBG), is a classroom management intervention that involves the provision of points to teams of…

Because bullying behaviors occur across the many spaces that exist within schools (e.g., classrooms, gyms, bathrooms, playgrounds, cafeterias), and because students often move between classrooms and teachers, it is critical for schools to take a schoolwide approach to preventing bullying and harassment (Jones & Bouffard, 2012; Bradshaw, 2015).…

This demonstration features the collaborative work of a state-funded project matching university-based PBIS trainers with school level implementers in a rural setting. Strategies and lessons learned when implementing PBIS with fidelity during challenging times is shared. The information learned from this regional example highlights the need for…

School leaders react to inappropriate behaviors by excluding students, despite research suggesting an association with poor student outcomes. Students with disabilities are frequently subjected to these practices. One framework that has been proposed to reduce the reliance on reactive discipline procedures is schoolwide positive behavior…

Despite the prevalence and negative consequences of depressive disorders among youth, as well as the need for schools to adopt and implement a continuum of mental health services to address depressive disorders, school mental health providers receive very limited guidance in the selection and application of appropriate evidence-based depression…