Positive Supports for Behavior and Discipline Resource Database

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.

The purpose of this guide is to describe how school-based personnel can build and implement a continuum of function-based supports at Tier 3 that are designed to more effectively meet the needs of a broader range of students who struggle with persistent challenging behavior. This guide is intended to be a resource for individuals and teams with a working knowledge of Tier 3 who regularly design and implement supports for students with intensive needs.

The purpose of this practice guide is to help teams conduct a comprehensive functional behavior assessment, develop a function-linked behavior intervention/support plan, and make data-based decisions. Functional behavior assessments help teams to identify the relation of targeted serious and intense (i.e., challenging) behavior to the environmental events that occur before and after the behavior is performed.

Recordings here include keynotes and presentations about FBA/BIP/BSP concepts.

This brief describes how educators use a function-based approach to (a) prevent contextually inappropriate behaviors and (b) teach and encourage social, emotional, and behavioral skills throughout the PBIS continuum of support. In addition, this brief highlights critical features of effective functional behavioral assessment (FBA) and behavior support plans (BSP).

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.

A resource collection compiled by and for Parent Centers and others. Resources are divided by type: good reads on behavior basics and PBS; webinars, presentations, videos; and webpages. (This is part 1 of the 3-part resource collection called Resource Collection on Positive Behavior Supports, Functional Behavioral Assessment, and School Discipline.)

A resource collection compiled by and for Parent Centers and others. Resources are divided by type: good reads on FBAs and BIPs; webinars, presentations, videos; and webpages. (This is part 2 of the 3-part resource collection called Resource Collection on Positive Behavior Supports, Functional Behavioral Assessment, and School Discipline.)

Overview of Tier 2 practices and systems.

This guide provides guidance to educators implementing positive behavioral interventions and supports (PBIS) in the classroom across the continuum of student need. Educators regularly provide a range of supports for students in the classroom—from universal supports for all students to intensive and individualized supports for a few students. This guide will help educators familiar with PBIS organize classroom supports for preventing, teaching, and responding to students’ social, emotional, and behavioral (SEB) needs across the continuum.

This series of behavioral strategies are intended to support teachers working with students with primary academic deficits and challenging behaviors. Each strategy incorporates key terminology, an overview of the purpose, and all associated materials. The strategies also integrate approaches for intensification for students with more challenging behaviors. Although teachers supporting students with the most challenging behaviors may be able to implement some of these strategies, these students will likely need support through a more comprehensive behavioral plan. The materials are organized around three overarching areas: antecedent modification, self-management, and reinforcement strategies.

The National Center on Intensive Intervention publishes this chart to assist educators and families in becoming informed consumers who can select behavioral interventions that best meet their individual needs. The Center's Technical Review Committee (TRC) on Behavioral Intervention independently established a set of criteria for evaluating the scientific rigor of studies demonstrating the efficacy of behavioral intervention programs. The TRC rated each submitted study against these criteria but did not compare it to other studies on the chart. The presence of a particular program on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Behavior Intervention or the National Center on Intensive Intervention.

Effective instruction can be a protective factor for student wellness, mitigating competing risk factors. In this brief, we highlight key considerations and resources for educators to (a) create an effective context for learning, (b) emphasize appropriate content, and (c) use data-driven instructional practices to increase the likelihood that all students experience academic, social, emotional, and behavioral benefit.

This resource collection provides early childhood educators and administrators with practical strategies and materials to guide young children's social, emotional, and behavioral skill development.

Getting along with others, paying attention, following directions, making responsible decisions, and managing emotions are challenges for many students who require intensive intervention, and may be linked to difficulties with executive functioning, communication, behavior, and academic learning. In this webinar, presenters Mara Schanfield and Zach Weingarten shared an overview of how social emotional learning (SEL) relates to intensive intervention and offer sample strategies and resources for building social and emotional competencies for students in need of intensive learning, social, emotional, or behavioral supports.