Positive Supports for Behavior and Discipline Resource Database

The PBIS Implementation Blueprint (4.0) provides guidance for implementers interested in (a) exploring and getting ready to implement PBIS, (b) getting started with PBIS, and/or (c) getting better at enhancing, sustaining, and/or scaling (expanding) their efforts in educational settings.

This document presents a five-step process for Individualized Educational Program (IEP) teams, 504 plan committees, general and special education teachers, administrators, and district level assessment staff to use in the selection, administration, and evaluation of the effectiveness of the use of instructional and assessment accommodations by students with disabilities. A companion Professional Development Guide has been developed to support the use of this manual.

This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)

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).

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 video provides an overview of the Pyramid Model as a PBIS framework for promoting young children’s social and emotional development and preventing and addressing challenging behavior.

This self-paced module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are described in detail with interactive practice opportunities embedded throughout.

In this brief, we describe experiences of three school districts in various U.S. geographic regions as they installed screening tools as part of their screening processes. Education leaders have generously shared their advice for practitioners throughout the nation. We share five lessons learned from district leaders, including some selected quotes (see boxes). Leaders’ insights may be helpful for educators already involved in systematic screening as well as those who are newer to the process.

The Data Decision-Making and Program-Wide Implementation of the Pyramid Model guide provides schools and programs with guidance on how to collect and use data to ensure: 1) the implementation of the Pyramid Model with fidelity and 2) decision-making that improves the provision of implementation supports, delivery of effective intervention, and the promotion of meaningful child outcomes in the early childhood classroom. 

The guides are based on a 5-point multicomponent intervention described. This guide addresses use of data.

This self-paced module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families’ home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms. 

States and LEAs must report five types of disciplinary removals for children and youth with disabilities. The EDFacts IDEA Discipline Data Infographic visualizes the information from six IDEA Discipline data EDFacts file specification documents in an interactive infographic that outlines the discipline data for children and youth with disabilities ages 3 through 21 that states must include in their annual submission of EDFacts files FS005, FS006, FS007, FS088, FS143, and FS144. Data states report in these files include counts of children and youth with disabilities with in-school and out-of-school suspensions and expulsions; length of and reason for disciplinary removal; and count of disciplinary removals due to drugs, weapons, or serious bodily injury.  

This self-paced module addresses the importance of engaging the families of students with disabilities in their child’s education. It highlights some of the key factors that affect these families and outlines some practical ways to build relationships and create opportunities for involvement.