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

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

Behavior and Discipline
This document provides information concerning disciplinary action against a child with a disability and guaranteed protections under the IDEA.
Publisher: Arizona Department of Education

Bipolar Disorder: Educational Implications for Secondary Students
This article explains the symptoms of Bipolar Disorder and how handling the symptoms appropriately during school is vital to students’ ability to learn.
Authors: J. Elizabeth Chesno Grier, Megan L. Wilkins, and Carolyn Ann Stirling Pender
Publication Date: April 2007
Publisher: National Association of School Psychologists

Brief Intervention to Encourage Empathic Discipline Cuts Suspension Rates in Half among Adolescents
This article describes studies conducted by researchers at Stanford University in developing and testing an intervention to reduce suspensions by changing the attitudes of teachers who view discipline from a punitive mindset. 
Authors: Jason A. Okonofuaa, David Pauneskua, and Gregory M. Waltona
Publication Date: May 2016
Publisher: Proceedings of the National Academy of Sciences of the United States of America

Building a Positive School Climate Through Restorative Practices
This brief reviews research illustrating the benefits of these practices for improving student behavior, decreasing the use of exclusionary 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

Discipline, in Detail
This document discusses the details of IDEA’s discipline procedures in response to behavioral infractions of children with disabilities.
Publisher: National Dissemination Center for Children with Disabilities

Guiding Principles: A Resource Guide for Improving School Climate and Discipline 
This guide provides three key principles with an organized set of action steps to help educators and school officials begin a local effort to improve school climate and school discipline practice. 
Publication Date: January 2014 
Publisher: U.S. Department of Education

IDEA’s Regulations on Discipline
This includes IDEA’s discipline procedures as they are found in the final regulations for Part B of IDEA from §§300.530 through 300.536.
Publisher: National Dissemination Center for Children with Disabilities

If Discipline Referral Rates for the School as a Whole Are Reduced, Will Rates for Students with Disabilities Also Be Reduced?
This study indicates a national sample of 85 schools reducing Office Discipline Referral (ODRs) rates by 10% or more for major offences for the school as a whole including reduced discipline referrals for students in special education.
Authors: Tary Tobin, Rob Horner, Claudia Vincent, and Jessica Swain-Bradway
Publication Date: November 2012
Publisher: OSEP Center on Positive Behavioral Interventions and Supports

Out-of-School Suspension for Minor Misbehavior
This evaluation brief examines the practice of using out-of-school suspension as a consequence for behavior coded as “minor” on office discipline referral forms.
Authors: Bert M. Eliason, Robert H. Horner, and Seth L. May
Publication Date: January 2013
Publisher: Technical Assistance Center on Positive Behavioral Interventions and Supports

Placement and School Discipline
This is an overview of what authority school personnel have to remove a child from his or her current placement, what authority the hearing officer has, what constitutes a change of placement, and what placement the child will have during any appeal.
Publication Date: September 2010
Publisher: National Dissemination Center for Children with Disabilities

Positive Behavioral Interventions and Supports
The Technical Assistance Center on Positive Behavioral Interventions and Supports website gives schools complete capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.
Publisher: TA Center on Positive Behavioral Interventions and Supports

Ready to Lead A 2019 Update of Principals’ Perspectives on How Social and Emotional Learning Can Prepare Children and Transform Schools
This report offers insights and key findings that helped produce recommendations to bring forth greater evidence and assessments and strategically advance systemic Social and Emotional Learning in schools nationwide through policy changes, enhanced research, training, and evaluation.
Authors: Civic with Hart Research Associates Matthew N. Atwell and John M. Bridgeland
Publication Date: 2019
Publisher: CASEL

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. 
Publisher: U.S. Department of Education

The Long and Winding Road: A Practical Application of the IDEA’s Discipline Provisions
This power point gives information regarding various disciplinary actions taken for students with disabilities.
Authors: Kacey Gregson and Shannon Chavez
Publication Date: July 2013
Publisher: Arizona Department of Education

The Use of Seclusion and Restraint: AZ Guidance Document on Best Practices
This guide categorizes and compares current best practices in the use of seclusion and restraint from the United States Department of Education, the Council for Exceptional Children, and the Arizona Task Force on Best Practices in Special Education and Behavior Management. A list of references is provided at the end of the document.
Publication Date: 2014
Publisher: Exceptional Student Services, Arizona Department of Education