Positive Supports for Behavior and Discipline Resource Database

Although research indicates that PBIS effectively promotes positive student outcomes and improves school climate and culture, little is known about the involvement in and effectiveness of PBIS for students with extensive support needs (ESN). Students with ESN include students with significant cognitive disabilities. In response to two calls for continued research focused on PBIS and students with ESN, we conducted this literature review to summarize the current literature. In this report, we present the characteristics of the literature and implications for practice and future research initiatives. The review identifies 10 studies that have been conducted since the first call to action. A majority of them examined stakeholder perspectives on the importance and availability of school-wide PBIS for students with ESN, with perceptions varying across stakeholders and PBIS elements.

This fact sheet was developed to provide illustrations of the measures used to understand disproportionality related to various groups of children and a particular factor or outcome. This document focuses on children grouped by race/ethnicity. However, there are other groups you might also want to review (e.g., gender, dual language learners, children with IEPs). We provide an example of the calculation of these measures using the completion of a Behavior Incident Report (BIR) for a young child. These measures of disproportionality are also used to examine other variables of interest, including suspensions, expulsions, or referrals for services.

The Pyramid Model provides a PBIS framework for promoting young children's social, emotional, and behavioral outcomes. This fact sheet provides information on the components of a program-wide approach.

This self-paced module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components (i.e., goals, instructional materials, instructional methods, and assessments).

This presentation answers the questions: How can trauma-informed interventions enhance the PBIS/behavioral health system in schools? / When should trauma-informed approaches be used and at what tiers? / How can the core features of an Interconnected Systems Framework (ISF) support and guide the implementation of trauma-informed approaches in schools?

The Leadership Team Implementation Manual provides leadership teams with the resources, forms, and ideas to guide program-wide implementation of the Pyramid Model within classroom programs.

Recordings here include keynotes and presentations about PBIS concepts.

Tier 3 Practices and Supports

Schools need meaningful data to identify a variety of needs and determine effectiveness of supports provided across tiers. This session will describe the various data used within the PBIS framework to select, monitor, and evaluate outcomes, practices, and systems at both the district and school level.

The key to improving school outcomes are the strategies utilized to support the students and adults at every level. This session will describe how data-driven PBIS teams emphasize the careful selection and integration of evidence-based practices or interventions into a continuum of effective behavior support.

Tier 3 Student Level Systems support all students who are not responding to Tier 1 and Tier 2 supports and would benefit from intensive strategies matched to individual student needs. Student challenges may include behaviors that range from disruptive behaviors to aggression (externalizing) and/or suicidal ideation, depression, or anxiety (internalizing). These behaviors might be impacted by trauma or crisis situations (temporary or permanent) or driven by mental health needs. Tier 3 behavioral supports may be helpful for any student, no matter the (dis)ability, who needs support to meet intensive social, emotional, and behavioral needs. This guide can assist all educators with understanding the systems that must be established to support students with intensive needs.

The PBIS Evaluation Blueprint provides guidance regarding the evaluation process, tools, and outcomes that guide both initial adoption and sustained use of PBIS. A goal of this Blueprint is to provide a suggested format, structure, and materials to support a wide range of evaluation plans.

Schools implementing evidence-based practices need support systems to enable effectiveness and efficiency to enhance outcomes. PBIS schools establish working structures or operational procedures to organize, sustain, and scale implementation. This session will describe the foundational system features critical to successful school-wide implementation.

This guide is designed to assist the early childhood mental health consultant, behavior specialist, or school psychologist in guiding preschool teachers, teams, and families in developing and implementing an individualized plan of support that results in a reduction of challenging behavior and the promotion of communication and social skills.

This brief provides considerations for conducting and implementing functional behavior assessments (FBAs) and behavior intervention plans (BIPs) using virtual technology.