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Johnson, Amy; Hutchins, Benjamin – Center for Education Policy, Applied Research, and Evaluation, 2019
As a response to the 2004 Individuals with Disabilities Education Act (IDEA) federal statute, Maine enacted a rule requiring all schools to provide additional support to students who are not on track for meeting state learning standards beginning in 2012. One intent of the requirement was to improve student achievement, and another was to reduce…
Descriptors: Program Implementation, Response to Intervention, Disabilities, Educational Legislation
Duong, Mylien T.; Pullmann, Michael D.; Buntain-Ricklefs, Joanne; Lee, Kristine; Benjamin, Katherine S.; Nguyen, Lillian; Cook, Clayton R. – Grantee Submission, 2019
Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR…
Descriptors: Faculty Development, Middle School Teachers, Behavior Problems, Classroom Techniques
Sutherland, K. S.; Conroy, M. A.; McLeod, B. D.; Granger, K.; Broda, M.; Kunemund, R. – Journal of Positive Behavior Interventions, 2020
Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS--Elementary (BEST in CLASS-E), a Tier 2 intervention…
Descriptors: Program Effectiveness, Outcomes of Education, Elementary School Students, Behavior Problems
Freeman, Jennifer; Sugai, George; Goodman, Steve; Flannery, Brigid; Sears, Sandra – Center on Positive Behavioral Interventions and Supports, 2020
For students to learn, they must be present and engaged in school. As a result, absenteeism is a concern for all schools. Poor attendance is associated with a host of negative short- and long-term outcomes, such as academic failure, disengagement, leaving school, and problem behaviors in school and community. Despite the challenges, evidence…
Descriptors: Attendance Patterns, At Risk Students, Behavior Modification, Positive Behavior Supports
Sutherland, K. S.; Conroy, M. A.; McLeod, B. D.; Granger, K.; Broda, M.; Kunemund, R. – Grantee Submission, 2020
Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS--Elementary (BEST in CLASS-E), a Tier 2 intervention…
Descriptors: Program Effectiveness, Outcomes of Education, Elementary School Students, Behavior Problems
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Predescu, Mihai; Darjan, Ioana – Journal of Educational Sciences, 2017
There is a continuous preoccupation on developing efficient, scientifically and pragmatic-based strategies and techniques in order to improve the educational and therapeutic practices in educational and therapeutic/remedial contexts. The helping and caring professionals are constantly involved in their continuous specialization, by participating…
Descriptors: Program Implementation, Program Evaluation, Positive Behavior Supports, Discipline Policy
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Wu, Pei-Fang – Universal Journal of Educational Research, 2017
The purpose of this study was to investigate whether through a series of teacher training. The participants could acquire better knowledge on Positive Behavior Support (PBS), and develop high quality behavior intervention plans. Thirty-six teachers from three public schools participated in the study. The competency-based training consisted of 12…
Descriptors: Positive Behavior Supports, Foreign Countries, Pretests Posttests, Functional Behavioral Assessment
Mercer, Sterett H.; McIntosh, Kent; Hoselton, Robert – Journal of Positive Behavior Interventions, 2017
Several reliable and valid fidelity surveys are commonly used to assess Tier 1 implementation in School-Wide Positive Behavioral Interventions and Supports (SWPBIS); however, differences across surveys complicate consequential decisions regarding school implementation status when multiple measures are compared. To address this concern, the current…
Descriptors: Positive Behavior Supports, Intervention, Comparative Analysis, Fidelity
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Cummings, Katrina P. – Early Child Development and Care, 2017
Positive behaviour intervention and support (PBIS) models are evolving as an effective means to promote social and emotional competence among young children and address challenging behaviours. This study was designed to gain insights into parental involvement in programme-wide implementation of the "Pyramid" model. Interviews were…
Descriptors: Behavior Modification, Positive Behavior Supports, Parent Participation, Interviews
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Pawlett, Jennifer – BU Journal of Graduate Studies in Education, 2017
There is a significant increase of children diagnosed with autism spectrum disorder (ASD); therefore, parents, educators, and specially trained instructional resource teachers need to come together to provide effective programming for these children. This paper provides a number of strategies and educational methods to assist educators in…
Descriptors: Barriers, Children, Autism, Pervasive Developmental Disorders
Ecker, Andrew Joseph – ProQuest LLC, 2017
Approximately 20% of youth in the U.S. are experiencing a mental health challenge; a rate that is said to increase by more than 50% by 2020. Schools are the largest provider of mental health services to youth, yet two of schools' most efficacious evidence-based systems, Positive Behavioral Interventions and Supports (PBIS) and school mental health…
Descriptors: Principals, Readiness, Positive Behavior Supports, Intervention
Nunn, William E. – ProQuest LLC, 2017
Student behavior stands out among issues that greatly affect students' success and even teacher job satisfaction. Researchers have created Positive Behavior Interventions and Supports (PBIS) as a system of interventions that can help students improve their behavior and become more successful. This study sought to add to the body of knowledge…
Descriptors: Positive Behavior Supports, Middle Schools, Discipline, Referral
Petersen, Amanda J.; MartinRogers, Nicole – Wilder Research, 2015
This Fall 2015 school status and training report provides a summary of the current implementation status of schools in training results from the Fall 2015 training surveys. The Minnesota Department of Education (MDE) and Regional Training Partners (RIPs) sponsor three training sessions per year for schools that are participating in Minnesota's…
Descriptors: Positive Behavior Supports, Program Implementation, Training, Attendance
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Kittelman, Angus; Wagner Bromley, Katherine; Mazzotti, Valerie L. – Career Development and Transition for Exceptional Individuals, 2016
Work experiences are linked to positive post-school outcomes for youth and young adults with disabilities. Unfortunately, students who struggle to manage conflict and challenges in work settings have a difficult time maintaining employment. Though ecological assessments are used to create supported work plans surrounding socially inappropriate…
Descriptors: Functional Behavioral Assessment, Positive Behavior Supports, Workplace Learning, Disabilities
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Garbacz, S. Andrew; McIntosh, Kent; Eagle, John W.; Dowd-Eagle, Shannon E.; Hirano, Kara A.; Ruppert, Traci – Preventing School Failure, 2016
Parent educational involvement is an important avenue for enhancing student outcomes. Schools seek myriad ways to include families; however, the parent involvement practices used by schools lack coordination and are disconnected from existing school approaches. School wide Positive Behavioral Interventions and Supports (PBIS) is a systematic and…
Descriptors: Intervention, Family Involvement, Student Behavior, Positive Behavior Supports
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