A Focus on Implementation of Positive Behavioral Interventions and Supports (PBIS) in High Schools: Associations With Bullying and Other Indicators of School Disorder
This study examines the implementation of an MTSS framework in high schools. The MTSS model tested in this study included training in the multitiered PBIS model and access to data on school climate, which were used to guide the selection and implementation of one or more evidence-based practices, with ongoing support from a coach.
Authors: Catherine P. Bradshaw, Elise T. Pas, Katrina J. Debnam, and Sarah Lindstrom Johnson
Publication Date: September 2015
Publisher: School Psychology Review
A Literature Review of School-Wide Positive Behavioral Interventions and Supports for Students with Extensive Support Needs
This report presents the characteristics of the literature and implications for practice and future research initiatives regarding students with extensive support needs having access to a complete continuum of behavioral supports within their schools to promote full access and participation.
Authors: Lyndsey Aiono Conradi, Virginia Walker, Patricia McDaid, Holly Johnson, and M. Kathleen Strickland-Cohen
Publication Date: August 2022
Publisher: TIES Center and the Center on PBIS
Addressing the Root Causes of Disparities in School Discipline: An Educator’s Action Planning Guide
This guide is intended to assist school communities in engaging in efforts to create supportive school climates and to address any persistent challenges, including disparities, in the administration of school discipline.
Authors: D. Osher, D. Fisher, L. Amos, J. Katz, K. Dwyer, T. Duffey, and G.D. Colombi
Publication Date: 2015
Publisher: National Center on Safe Supportive Learning Environments
Are Fewer Students with Disabilities Suspended When Schools Implement PBIS?
This evaluation brief explores the relationship between schools’ implementation of Tier 1 (universal) support within a positive behavioral interventions and supports framework and the proportion of students with disabilities suspended.
Authors: Brandi Simonsen, Jennifer freeman, Anthony Gambino, Sandra Sears, Katharine Meyer, and Robert Hoselton
Publication Date: November 2021
Publisher: Center on Positive Behavioral Interventions and Supports, University of Oregon
Arizona Compilation of School Discipline Laws and Regulations
This compilation presents school discipline-related laws and regulations for U.S. states, U.S. territories, and the District of Columbia, and, where available, links to education agency websites or resources related to school discipline and student conduct.
Publication Date: March 2021
Publisher: Safe Supportive Learning
Brief: An Empirical Examination of the Effects of Suspension and Suspension Severity on Behavioral and Academic Outcomes
This study builds on the literature by estimating the effect of discipline type and duration, in response to a specific type of behavioral incident, on students’ later school behavior, the disciplinary responses they receive to future infractions, their attendance, and their academic outcomes. It also estimates spillover effect on their peers’ outcomes and school climate.
Authors: Christina LiCalsi, David Osher, and Paul Bailey
Publication Date: August 2021
Publisher: American Institutes for Research
Building a Positive School Climate Through Restorative Practices
This brief reviews research illustrating the benefits of these practices for improving student behavior, decreasing certain uses of discipline, and improving school climate.
Author: Sarah Klevan
Publication Date: October 2021
Publisher: Learning Policy Institute
Bully Prevention Manual (Elementary Level)
This handbook focuses on reducing bullying behavior through the blending of school-wide positive behavior support, explicit instruction, and a redefinition of the bullying construct.
Authors: Bruce Stiller, Scott Ross, and Robert H. Horner
Publication Date: August 2012
Publisher: TA Center on Positive Behavioral Interventions and Supports
Bullying Prevention in Positive Behavior Support: Expect Respect
The purpose of this handbook is to improve the success of schools as effective learning environments by establishing expectations for common respect. It includes procedures that have been demonstrated to be practical and effective.
Authors: Brianna C. Stiller, Rhonda N.T. Nese, Anne K. Tomlanovich, Robert H. Horner, and Scott W. Ross
Publication Date: February 2013
Publisher: University of Oregon
Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices
This module overviews the effects of disruptive behaviors as well as important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior and the creation of positive climates and structured classrooms.
Publication Date: 2022
Publisher: IRIS Center, Vanderbilt University
Classroom Behavior Management (Part 2, Elementary): Developing a Behavior Management Plan
This module is a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices. Developed specifically with primary and intermediate elementary teachers in mind (e.g., K-5th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan.
Publication Date: 2022
Publisher: IRIS Center, Vanderbilt University
Classroom Behavior Management (Part 2, Secondary): Developing a Behavior Management Plan
This module is a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices. Developed specifically with middle and high school teachers in mind (e.g., 6th-12th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan.
Publication Date: 2022
Publisher: IRIS Center, Vanderbilt University
Encouraging Appropriate Behavior
This case study unit addresses the following well-established practices teachers can use to encourage appropriate behavior: behavior-specific praise, criterion-specific rewards, choice making, rules, contingent instructions, and group contingency.
Author: Christina M. Curran
Publication Date: 2003, 2021
Publisher: IRIS Center, Vanderbilt University
Improving Attendance and Reducing Chronic Absenteeism
This brief explains how a Multi-Tiered Behavioral Framework provides a team-based decision-making system to take advantage of existing resources, merge and integrate practices aimed toward a common outcome, and enhance a continuum of practices that support all students as well as those with chronic attendance challenges.
Authors: Jennifer Freeman, George Sugai, Steve Goodman, Brigid Flannery, Sandra Sears
Publication Date: January 2020
Publisher: Center on Positive Behavioral Interventions and Supports, University of Oregon
Lessons Learned on Implementation of PBIS in High Schools
This monograph was designed to provide information and strategies for current trends and future directions that can be used as needed by administrators, coaches, and Leadership Teams to address their unique needs.
Editors: K. Brigid Flannery, Patricia Hershfeldt, and Jennifer Freeman
Publication Date: 2018
Publisher: Center on Positive Behavioral Interventions and Supports, University of Oregon
Multi-Tiered System of Supports (MTSS) in the Classroom
This brief provides guidance to educators implementing an MTSS framework, like 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.
Authors: Brandi Simonsen, Karen Robbie, Katherine Meyer, Jen Freeman, Susannah Everett, and Adam Feinberg
Publication Date: November 2021
Publisher: Center on Positive Behavioral Interventions and Supports, University of Oregon
PBIS Technical Brief on Systems to Support Teachers’ Implementation of Positive Classroom Behavior Support
This brief summarizes proactive, efficient, and evidence-based systems for supporting teachers’ implementation of positive classroom behavior support (PCBS) practices. It is designed to inform and support school and district leadership teams as they address schoolwide implementation.
Authors: Jennifer Freeman, Brandi Simonsen, Steve Goodman, Barb Mitchell, Heather George, Jessica Swain-Bradway, Kathleen Lane, Jeff Sprague, and Bob Putnam
Publication Date: February 2017
Publisher: Technical Assistance Center on Positive Behavioral Interventions and Supports
Positive, Proactive Approaches to Supporting Children with Disabilities: A Guide for Stakeholders
This resource offers alternative strategies that early childhood programs, schools, and local educational agencies (LEAs) can use in place of aversive practices or exclusionary discipline.
Publication Date: July 2022
Publisher: U.S. Department of Education Office of Special Education and Rehabilitative Services
Preventing Restraint and Seclusion in Schools
This brief offers alternatives to restraint and seclusion through prevention with how schools and classrooms are arranged an operate, developing interventions to support students with a history of challenging behavior, and responding after a crisis to ensure that all students and educators are more likely to be successful the next time.
Authors: Brandi Simonsen, George Sugai, Heather P. George, Jennifer Freeman, and Lauren Evanovich
Publication Date: May 2019
Publisher: OSEP TA Center on PBIS
Questions and Answers: Addressing the Needs of Children with Disabilities and IDEA’s Discipline Provisions
This document updates and supersedes the Office of Special Education and Rehabilitative Services’ guidance titled Questions and Answers on Discipline Procedures, issued in June 2009, and includes additional questions and answers that address topics that have arisen as the field continues to carry out the discipline provisions of IDEA and its implementing regulations.
Publication Date: July 2022
Publisher: U.S. Department of Education Office of Special Education and Rehabilitative Services
Restraint and Seclusion: Resource Document
Stressing that every effort should be made to prevent the need for the use of restraint and seclusion, this resource document describes 15 principles for developing policies and procedures on the use of restraint and seclusion.
Publication Date: May 2012
Publisher: U.S. Department of Education
Translating Research to Practice in Bullying Prevention
This paper synthesizes findings from a series of studies and meta-analyses examining the efficacy of bullying prevention programs. The findings are intended to inform both policy and public health practice related to bullying prevention.
Author: Catherine P. Bradshaw
Publication Date: May–June 2015
Publisher: American Psychological Association
Why Prioritize Behavior Support?
This brief describes why it is critical to continue to prioritize behavior support in addition to academic, social, and emotional supports. With effective behavior support implemented within a PBIS framework, rigorous research has demonstrated that students and educators experience positive outcomes.
Publication Date: March 2021
Publisher: Center on Positive Behavioral Interventions and Supports, University of Oregon