Often, social behavior problems in children can be prevented or ameliorated with systematic efforts. One such system that is increasing across the United States is Schoolwide Positive Behavior Support, a tiered system that implements a response-to-intervention approach informed by data-driven decisions and teams that tailor key elements to their…

The purpose of this study was to explore the direct and indirect effects of SWPBIS on high school dropout. This study uses structural equation modeling to describe the web of relationships among important high school level outcomes and SWPBIS in a sample of 883 high schools from 37 states. Results suggest that SWPBIS has statistically significant…

Longstanding discipline disparities for Black male students are associated with untoward outcomes and necessitate feasible and effective school-based solutions. This study examined the efficacy of GREET-STOP-PROMPT (GSP) as a low-cost, potentially high-yield strategy designed to intervene on putative malleable root causes proximal to…

Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical…

Special educators assume an essential leadership role in school-wide multilayered instructional systems for teaching culturally and linguistically diverse learners with and without disabilities, including learners at risk of being inappropriately referred for special education. Research findings from a model demonstration project are presented…

As interventions show promise for reducing school discipline disparities, it is important to understand what variables increase educators' commitment toward addressing racial equity in schools. In-depth interviews were conducted with a purposeful sample of 15 educators asked to describe pivotal events that shifted their own or others' active…

A number of initiatives in special education have occurred in the United States over the years, some mandated by amendments to the Individuals with Disabilities Education Act. Having a working knowledge of these initiatives allows music educators to have informed discussions with colleagues and parents and participate more fully in Individualized…

Evidence-based practices for children with disabilities have empirical support for their effectiveness; however, the demographics of participants making up the evidence base are generally unknown, leaving generalizability of the evidence unclear. This study presents a systematic literature review of participant racial and socioeconomic…

This study examined the effects of instruction, delivered in a special education classroom, to improve classroom behaviors and support the emergence of social skills in an inclusive classroom for two fourth grade male students with behavioral concerns. The intervention consisted of peer mentoring, interactive social narratives, video modeling and…

The study investigated whether positive alternative discipline approaches have improved the culture of teaching and learning in South Africa. The implementation of positive alternative discipline approaches encountered difficulties and challenges that plunged schools into crisis. The culture of teaching and learning subsequently deteriorated over…

Positive Behavior Intervention and Supports (PBIS) is a process designed to improve disruptive behavior and increase student's achievement at the primary and secondary level. Although the success of PBIS programs with student achievement is well documented, the impact of PBIS on teachers' teaching anxiety and self-efficacy levels has yet to be…

The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The TFI is divided into three sections (Tier I: Universal SWPBIS Features; Tier II: Targeted…

A teacher serves many important roles within a classroom, including an educator and a manager of child behavior. Inattention, overactivity, and noncompliance have long been cited as some of the most common areas of reported difficulty for schools (Axelrod & Zank, 2012; Goldstein, 1995). The evidence-based practice of positive attending (i.e.,…

This study investigated the effects of a Tier 3 peer-matching self-management intervention on two elementary school students who had previously been less responsive to Tier 1 and Tier 2 interventions. The Tier 3 self-management intervention, which was implemented in the general education classrooms, included daily electronic communication between…

This study examined the viability of a brief, parent-reported strengths and needs assessment as the first step in a multiple-gating approach to proactive positive behavior support for families. The "Positive Family Support--Strengths and Needs Assessment" (PFS-SaNA) was designed to collaboratively engage parents early in the school year…