Positive Supports for Behavior and Discipline Resource Database

This is the Spanish version of the article that explains what are functional behavioral assessment and positive interventions for children with behavioral problems. Information about the requirements of IDEA 97 is provided, as well as an overview of current thinking on behavior. The basic steps in conducting a functional behavioral analysis are outlined, and common elements of a behavior plan are listed. The publication concludes with examples of behavior intervention strategies. Evaluación de Conducta Funcional e Intervenciones Positivas: Lo que los Padres Necesitan Saber.

This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).

Accommodations are changes in testing materials or procedures that enable students to participate in assessments in a way that allows abilities to be assessed rather than disabilities. They are provided to "level the playing field." Without accommodations, the assessment may not accurately measure the student’s knowledge and skills. This short resource from NCEO introduces the topic.

This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).

This 3-page fact sheet provides an overview and many examples of academic accommodations and modifications for children with disabilities.

This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).

This guide includes the following sections: The Possibilities of Assistive Technology (AT); Assistive Technology in Schools; Funding AT; Quick Questions and Tips; Glossary of AT Terms and Definitions; and Additional AT Information.

This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).

​​​​​​This is the Spanish version of the guide above, La Guía Familiar sobre Tecnología Asistencial, which includes the following sections: Las Posibilidades de la Tecnología Asistencial (TA); Tecnología Asistencial en las Escuelas; Financiando la TA; Preguntas y Recomendaciones; Glosario de Términos de TA y Definiciones; and Recursos Informativos Adicionales sobre TA.

This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).

On the Parent Center eLearning Hub, there are 3 capacity-building self-paced modules created by CITES for CPIR and for Parent Center staff. Reserved for Parent Center staff only, not available to the public, the modules are: an overview of technology for students with disabilities; considering technology in the UDL framework and; the accessible educational materials decision-making process.

The purpose of this guide is to provide leadership teams with guidance for implementing coaching within their programs. Leadership teams must develop a plan for three considerations in the implementation of coaching: 1) Getting Ready for Coaching; 2) Enacting Coaching, and 3) Evaluating Coaching.

Bullying, agression, non-compliance and other concerning behaviors present educators with significant, immediate challenges in supporting students. Rather than waiting for these behaviors to occur and reacting, educators are encouraged to adopt positive and proactive practices to support students and prevent these behaviors from occurring.

PBIS is a framework for creating safe, positive, equitable schools, where every student can feel valued, connected to the school community and supported by caring adults. By implementing evidence-based practices within a PBIS framework, schools support their students’ academic, social, emotional, and behavioral success, engage with families to create locally-meaningful and culturally-relevant outcomes, and use data to make informed decisions that improve the way things work for everyone.

The use of school and class-wide PBIS shows promise in helping educators integrate evidence-based practices for the benefit of all students, including those diagnosed with Autism Spectrum Disorder (ASD). The purpose of this brief is to provide educators with a quick and easy resource for identifying effective practices for supporting all students, especially those diagnosed with ASD within general education contexts.

Educational systems cannot be considered effective until they are effective for all student groups. PBIS provides an ideal framework for increasing equity in student outcomes. Schools implementing PBIS with fidelity have greater equity in school discipline, specifically for Black or African American students. However, most PBIS teams will need to include equity-centered strategies in their action plans to achieve equitable outcomes for all student groups. Multiple research studies show that schools implementing the Center on PBIS's equity approach have significantly increased racial equity in school discipline.

This document helps families of children who have an IEP ask questions to learn more about their child’s behavior in school. Sample questions and resources are included.

Use this list to find PBIS resources for families.

This fact sheet illustrates ways to improve communication and collaboration between schools and families to support students’ needs. Strategies include engaging families in decision-making processes around student supports, discipline, and school climate. A key strategy is providing family engagement training to all district and school leaders and educators and establishing family engagement councils.

This website helps families to understand and navigate IDEA's discipline policies.