Positive Supports for Behavior and Discipline Resource Database

This training module introduces the Taxonomy of Intervention Intensity and describes how it supports the DBI process by helping provide explicit guidance on how to select and evaluate validated behavior intervention programs to best meet students’ needs and intensify or adapt those interventions when students or groups of students do not adequately respond. 

The purpose of this module is to gain foundational knowledge of what behavior is, how behavior is defined, and what environmental factors influence behavior. This foundational knowledge is core to understanding behavior, supporting students with challenging behavior, and later, diagnosing function of behavior and developing effective behavioral interventions.

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.

This self-paced module examines the ways in which culture influences the daily interactions that occur across all classrooms and provides practice for enhancing culturally responsive teaching.

This CPIR-produced training module explains what disproportionality is, which students are most often affected, and the consequences disproportionality can and does have, especially on students with disabilities. The module includes a trainer's guide, handouts for participants, and 2 PowerPoint slideshows, all downloadable. Trainers can use these materials to inform audiences about: what IDEA requires states, districts, and schools to do to monitor for disproportionality in special education programs; what happens in a state that finds significant disproportionality in the state or in any of its districts/LEAs; and the correction actions that must be taken.

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.

The Pyramid Model Equity Coaching Guide provides the classroom coach with a reflection tool to examine the implementation of Pyramid Model practices through the lens of culturally responsive practices and identification of implicit bias. The Pyramid Model Equity Coaching Guide is used within the collaborative coaching partnership and ongoing coaching activities to identify when there are equity concerns related to practice implementation. The tool provides: reflective questions that the coach uses to identify areas of concern; guidance for identifying the concern and supportive data; links for resources that might be used to address areas of concern and; conversation starters and strategies for supporting the coachee in addressing concerns.

This series covers a variety of topics related to implementing coaching to improve early childhood practitioners use of evidence-based practices.

This self-paced module offers a broad overview of how diversity (i.e., culture, language, exceptionality, and socioeconomic status) affects learning and how teachers can better meet the needs of all their students in their classes.

This self-paced module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English Learners.

The purpose of this training is to gain foundational knowledge of how all behavior serves a purpose or function. This foundational knowledge is core to understanding behavior, supporting students with challenging behavior, and diagnosing the function of behavior and developing effective behavioral interventions. This module introduces function of behavior and provides suggestions for how you can use this understanding within the context of a data-based individualization (DBI) process. While this module briefly mentions the role of a Functional Behavioral Assessment (FBA), this is not the focus of this module. This module builds on content covered in the Behavior Basics: Understanding Principles of Behavior module. While this module provides a brief review of behavior basics, we recommend ensuring participants have a complete understanding of behavior basics, prior to engaging with this presentation.

NCII, through a collaboration with the University of Connecticut and the National Center on Leadership in Intensive Intervention and with support from the CEEDAR Center and PBIS Center, developed course content focused on enhancing educators’ skills in behavior support for intensive intervention. The course includes eight modules that can support faculty and professional development providers with instructing pre-service and in-service educators’ knowledge of behavioral theory and skills in designing and delivering effective behavioral supports for students with intensive needs. 

This multi-part module applies behavioral theory to strategy to use in the classroom. The focus is on antecedents and instructional strategies. By the end of this module participants should be able to maximize structure in the classroom, post, teach, prompt, review, monitor and reinforce a small number of positively stated expectations, and actively engage students in observable ways. This module is part of a larger series of course content designed to support faculty and professional development providers with designing and instructing pre-service and in-service educators who are developing and/or refining their implementation of  behavior support for intensive intervention.

The IRIS Center develops and disseminates free, engaging online resources that help educators, leaders, and families use evidence-based instructional and behavioral practices to support the education of struggling learners and those with disabilities. These resources can be used in professional development activities for practicing professionals, as well as in college teacher preparation programs. Training modules include: Addressing Challenging Behaviors for early childhood, elementary and secondary aged students.

Universal behavior screening data can be used with other school data to provide educators with valuable information about the overall level of students’ performance at Tier 1 as well as an indicator of students who may need additional supports. This brief presents guiding questions to interpret screening data in a three-step process: examine student performance for the school as a whole, consider teacher-delivered, low-intensity supports, and make decisions for students who might require Tier 2 and Tier 3 supports.