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Conley, Kathleen; Kittelman, Angus; Massar, Michelle; McIntosh, Kent – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2018
Check In Check Out (CICO) is one of the most empirically supported Tier 2 behavior interventions for students who require additional supports to experience success. CICO incorporates regular performance feedback and adult interaction throughout the day in alignment with school-wide expectations. Performance feedback includes both reinforcing and…
Descriptors: Response to Intervention, Predictor Variables, Probability, Positive Behavior Supports
Swain-Bradway, Jessica; Freeman, Jen; Kittelman, Angus; Nese, Rhonda – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2018
School-wide Positive Behavioral Interventions and Supports (SW-PBIS) is an evidence-based, multi-tiered framework designed to support all students across all school settings. The implementation of SW-PBIS is associated with improved student outcomes across elementary, middle, and high schools. For high schools especially, the implementation of…
Descriptors: Positive Behavior Supports, Incidence, Fidelity, Program Implementation
McIntosh, Kent; Gion, Cody; Bastable, Eoin – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2018
Racial and ethnic disproportionality in school discipline is an enduring and widescale problem facing schools in the United States (Skiba et al., 2011). Students of color, particularly Black/African American, Hispanic/Latinx, and Native American students, have been shown to be up to 4 times more likely to be suspended than White students (Balfanz,…
Descriptors: Positive Behavior Supports, Disproportionate Representation, Suspension, Program Implementation
Freeman, J.; Wilkinson, S.; Vanlone, J. – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2017
Implementation of Positive Behavior Interventions and Supports (PBIS) is expanding nationally with promising outcomes at the high school level, suggesting that PBIS may be an effective approach for addressing behavior problems, improving attendance, and enhancing school climate. When implemented with fidelity, PBIS serves as an organizing…
Descriptors: High School Students, Student Behavior, Behavior Problems, Intervention
von Ravensberg, Heidi; Blakely, Allison W. – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2017
New to the "Elementary and Secondary Education Act" of 1965, as amended by the "Every Student Succeeds Act" (ESSA) of 2015, is specific language supporting state and local educational agencies in implementing schoolwide positive behavioral interventions and supports (SW-PBIS). According to U.S. Department of Education…
Descriptors: Educational Legislation, Elementary Secondary Education, Federal Legislation, Educational Planning
Meng, Paul M.; McIntosh, Kent; Claassen, Jennette; Hoselton, Robert – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2016
School-wide positive behavioral interventions and supports (SWPBIS) is an example of a framework for implementing school-based practices with fidelity and durability. Critical features of SWPBIS include: (a) teaming; (b) data-based decision making; and (c) using systems for supporting staff in implementation. These features of SWPBIS allow…
Descriptors: Positive Behavior Supports, Intervention, Program Implementation, Teamwork
Bastable, Eoin; Kittelman, Angus; McIntosh, Kent; Hoselton, Rob – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2015
School-wide positive behavioral interventions and supports (SWPBIS) is a systems-level framework for improving social and academic outcomes for students in schools through the use of integrated evidence-based practices. Although the effects of SWPBIS are well-documented in elementary schools, there is increasing interest in implementing SWPBIS in…
Descriptors: Drug Abuse, Alcohol Abuse, High Schools, Intervention
Eliason, Bert; Morris, Kelsey – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2015
Data-based decision making is enhanced by identifying a precise problem statement or question to explore. When looking at a problem, the nearer we get to the precise problem (e.g., where and when it is occurring, who is involved, and why the problem is continuing in context and location) the more quickly we can build an action plan to effectively…
Descriptors: Behavior Problems, Student Behavior, Discipline Problems, Problem Solving
von Ravensberg, Heidi; Blakely, Allison – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2015
Individuals with Disabilities Education Act (IDEA) promises all children with disabilities, including those with impeding challenging behavior, a free appropriate public education (FAPE) in the least restrictive environment (LRE). IDEA also promises educational support, in the form of positive behavioral interventions and supports (PBIS) when…
Descriptors: Disabilities, Educational Legislation, Equal Education, Federal Legislation
Massar, Michelle M.; McIntosh, Kent; Eliason, Bert M. – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2015
Out-of-school suspensions (hereafter referred to as suspensions) are used frequently and for many purposes throughout schools in the United States (Losen & Skiba, 2010; Skiba et al., 2014). A common assumption is that students who receive a suspension will be less likely to engage in problem behavior in the future. Although those who utilize…
Descriptors: Suspension, Expulsion, Student Behavior, Behavior Problems
Kim, Jerin; McIntosh, Kent; Hoselton, Rob – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2014
To illustrate the three-tiered model, Tier I (universal) supports are delivered similarly to all students in all settings, and at least 80% of students are expected to respond to these supports. Beyond universal supports, Tier II (targeted) supports serve 10-15% of students whose behavior does not respond to Tier I supports. A small group of…
Descriptors: Positive Behavior Supports, Program Implementation, Student Behavior, Behavior Problems
Algozzine, B.; Barrett, S.; Eber, L.; George, H.; Horner, R.; Lewis, T.; Putnam, B.; Swain-Bradway, J.; McIntosh, K.; Sugai, G. – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2014
The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The TFI is divided into three sections (Tier I: Universal SWPBIS Features; Tier II: Targeted…
Descriptors: Positive Behavior Supports, Fidelity, Intervention, Scoring
von Ravensberg, Heidi; Blakely, Allison – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2014
When to conduct a functional behavioral assessment (FBA) is a question answered by both best practice and the law. The special education field continues to improve the effectiveness and efficiency of the functional behavioral assessment, an evidence-based technology that is the basis of a behavior intervention plan (BIP) and a cornerstone of the…
Descriptors: Functional Behavioral Assessment, Behavior Problems, Behavior Modification, Positive Behavior Supports
McIntosh, Kent; Barnes, Aaron; Eliason, Bert; Morris, Kelsey – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2014
The problem of racial and ethnic discipline disproportionality is both long-standing and widespread. Educators must address this issue by identifying rates of discipline disproportionality, taking steps to reduce it, and monitoring the effects of intervention on disproportionality. The purpose of this guide is to provide a reference for…
Descriptors: Positive Behavior Supports, Intervention, Racial Differences, Ethnic Groups
Technical Assistance Center on Positive Behavioral Interventions and Supports, 2010
A "blueprint" is a guide designed to improve large-scale implementations of a specific systems or organizational approach, like School-Wide Positive Behavior Support (SWPBS). This blueprint is intended to make the conceptual theory, organizational models, and practices of SWPBS more accessible for those involved in enhancing how schools,…
Descriptors: Behavior Modification, Positive Reinforcement, Student Behavior, School Administration
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