Positive Supports for Behavior and Discipline Resource Database

This evaluation brief explores the relationship between (a) schools’ implementation of Tier 1 (universal) support within a Positive Behavioral Interventions and Supports (PBIS) framework and (b) the proportion of students with disabilities suspended.

This Practice Brief was developed as result of the roundtable dialogue that occurred at the 2019 PBIS Leadership Forum in Chicago, IL and provides an overview of the process of designing and implementing Tier 2 systems and practices within a Positive Behavioral Interventions & Supports (PBIS) framework. Approaching Tier 2 design from the district-level is encouraged; however, considerations and suggestions for schools implementing Tier 2 independent of a district-level initiative are included.

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).

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.

Tier 3 Practices and Supports

The purpose of this practice guide is to assist Tier 3 Systems Teams, or combined Advanced Tiers (Tier 2 and 3) Systems Teams, in developing the foundational Tier 3 school-level systems features.

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.

With multiple sources of information available, knowing how to use data efficiently and effectively with limited resources is critical to the successful implementation of schoolwide, classroom, and individual interventions. In this practice guide, we describe a scientifically-based approach for data-based decision-making called Team-Initiated Problem Solving (TIPS) that includes guidance for school-based teams on (a) the foundations needed to run more effective meetings, (b) a process for using data to identify school needs and goals for change as well as for planning practical and effective solutions, and (c) a process for using, monitoring, and adapting solutions.

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.

This manual presents procedures to train school-based personnel to conduct basic functional behavioral assessments (FBA) and design function-based behavior support plans (BSP).

This technical brief is based on the 5-point multicomponent approach to reduce disproportionality. This brief elaborates on point one, regarding academic instruction, by defining key principles of evidence-based instructional practices.

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.