Positive Behavioral Interventions and Support
 


A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement
This research review examines how supportive school and classroom climates can positively influence the academic outcomes of students and reduce academic achievement gaps between students and schools of different socioeconomic status backgrounds.
Authors: Ruth Berkowitz, Hadass Moore, Ron Avi Astor, and Rami Benbenishty
Publication Date: November 2016
Publisher: SAGE Journals

Advanced Tiers in High School: Lessons Learned from Initial Implementation
The intent of this brief is to share lessons learned related to strengths and challenges that have influenced the initial implementation of advanced tiers of support for schools and lessons learned for district leaders and trainers to consider when supporting high schools.
Authors: Katherine Meyer, Susannah Everett, and Jen Freeman
Publication Date: April 2021
Publisher: Center on PBIS, University of Oregon

Building a Culture of Staff Wellness Through Multi-Tiered System of Supports
The purpose of this brief is to provide recommendations to district and school leadership teams on how the components of Positive Behavioral Interventions and Supports (PBIS) can be used to prioritize staff health and well-being.
Authors: Susan Barrett, Kimberly Yanek, Catherine Raulerson, Ami Flammini, and Nicholas Scheel
Publication Date: March 2021
Publisher: Center on PBIS, University of Oregon


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

Connecting Schoolwide SEL with Other School-Based Frameworks
This guide describes a learning environment that infuses social emotional learning (SEL) into all aspects of instruction and promotes equitable outcomes for all students when fully implemented.
Publication Date: October 2018
Publisher: Collaborative for Academic, Social, and Emotional Learning

Data-Based Individualization: A Framework for Intensive Intervention
This document introduces and describes the data-based individualization (DBI) process, a framework for addressing the needs of students who require intensive intervention in academics and/or behavior, and the continuous interplay between assessment and intervention.
Publication Date: March 2013
Publisher: Office of Special Education Programs, U.S. Department of Education

ESSentials LogoESSentials: PBIS Universal Tier ~ Elementary School
This resource discusses using video as a tool to support implementation and sustainability of universal practices of PBIS. Included is a video example from Arizona’s Fireside Elementary.
Publication Date: June 2015
Publisher: Arizona Department of Education, Exceptional Student Services

ESSentials LogoESSentials: PBIS Universal Tier ~ High School
This resource discusses using video as a tool to support implementation and sustainability of universal practices of PBIS. Included are video examples from Arizona’s Westwood High School and Sierra Linda High School.
Publication Date: June 2015
Publisher: Arizona Department of Education, Exceptional Student Services

ESSentials LogoESSentials: PBIS Universal Tier ~ Middle School
This resource discusses using video as a tool to support implementation and sustainability of universal practices of PBIS. Included is a video example from Arizona’s Mohave Middle School.
Publication Date: June 2015
Publisher: Arizona Department of Education, Exceptional Student Services

High School Acknowledgement Systems
This practice brief is focused on effective ways to build an acknowledgement system that works in high school. It starts by suggesting why considering a formal acknowledgement system is appropriate in high school, and then reviews examples of strategies that have been demonstrated to be effective.
Authors: K. Brigid Flannery, Robert Horner, Patricia Hershfeldt, Stephanie Martinez, and Tamika La Salle
Publication Date: August 2020
Publisher: Center on PBIS, University of Oregon


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 and reducing 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

Installing an Interconnected Systems Framework at the School Level: Recommendations and Examples to Guide School Leadership Teams, Practitioners and Coaches Introduction
This Practice Guide describes and illustrates how schools benefit from the integration of school mental health supports within the PBIS Framework. It includes how schools can strengthen their PBIS system by including families and community partners as they apply data-based decision-making to an expanded continuum of social-emotional-behavioral supports. 
Authors: Lucille Eber, Erin Scherder, Catherine Raulerson, Dama Abshier, Kelly Perales, and Mark Weist
Publication Date: February 2021
Publisher: Center on PBIS, University of Oregon

Integrating a Trauma-Informed Approach within a PBIS Framework
This brief describes how district and school leaders can incorporate trauma-informed practices within a PBIS framework. This ensures investments in training school personnel about trauma can be integrated into a system that links these efforts to student outcomes.
Authors: Lucille Eber, Susan Barrett, Nicholas Scheel, Ami Flammini, and Katie Pohlman
Publication Date: May 2021
Publisher: Center on PBIS, University of Oregon

Is School-Wide Positive Behavior Support an Evidence-Based Practice?
This document lays out the current evidence assessing SWPBS and the considerations that may be relevant for state, district and national decision-makers.
Authors: Robert H. Horner, George Sugai, and Timothy Lewis
Publication Date: April 2015
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

PBIS High School Implementation: Leveraging Features of the PBIS Framework to Support College and Career Readiness
The purpose of this brief is to provide guidance and concrete examples to school personnel of how schools can leverage an existing PBIS framework to support College and Career Readiness efficiently and effectively.
Authors: Jennifer Freeman, Laura Kern, Allison Lombardi, Mary Morningstar, and Valerie Mazzotti
Publication Date: March 2021
Publisher: Center on PBIS, University of Oregon


Positive Behavioral Interventions & Supports
This website gives schools capacity-building information and resources for identifying, adapting, and sustaining effective school-wide positive disciplinary practices. 
Publisher: OSEP Center on Positive Behavioral Interventions and Supports

Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers
This document summarizes evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers to help capitalize on instruction time and decrease disruptions.
Authors: Brandi Simonsen, Jennifer Freeman, Steve Goodman, Barbara Mitchell, Jessica Swain-Bradway, Brigid Flannery, George Sugai, Heather George, and Bob Putman
Publication Date: 2015
Publisher: U.S. Office of Special Education Programs

Supporting PBIS Implementation Through Phases of Crisis Recovery
This practice brief provides strategies to guide implementation efforts through the various phase of crisis recovery for schools and districts that are getting started or strengthening and maintaining current implementation. 
Authors: Steve Goodman, Jen Freeman, Brandi Simonsen, and Susan Barrett
Publication Date: February 2021
Publisher: Center on PBIS, University of Oregon

Teaching Social-Emotional Competencies within a PBIS Framework
The purpose of this brief is to describe how school personnel can teach social-emotional competencies within a PBIS framework to support systematic, schoolwide implementation through one system, rather than trying to improve student outcomes through separate, competing initiatives.
Authors: Susan Barrett, Lucille Eber, Kent McIntosh, Kelly Perales, and Natalie Romer
Publication Date: April 2018
Publisher: Center on PBIS, University of Oregon

The Principal’s Role in Successful Schools: Creating a Positive School Culture
This article discusses how principals in three high-achieving schools created positive school cultures that focused on creating a sense of belonging for teachers, students, and parents, and providing clear direction.
Author: Shelly Habegger
Publication Date: 2008
Publisher: National Association of Elementary School Principals

Training and Professional Development Blueprint for Positive Behavioral Interventions and Supports
This document provides an overview of essential features of professional development and the basic logic of building internal district systems capacity for implementing effective practices and making sound data decisions. Districts are provided with strategies and tools to self-assess and determine needed resources.
Authors: Timothy J. Lewis, Susan Barrett, George Sugai, Robert H. Horner, Barbara S. Mitchell, and Danielle Starkey
Publication Date: August 2016
Publisher: National Technical Assistance Center on Positive Behavior Interventions and Support

Using Office Discipline Referrals as a Behavioral Screener: Considerations From NCII and the Center on PBIS
Recommendations are given for using office discipline referral data as part of a gated screening process within clear schoolwide behavioral expectations, consistent and operationalized definitions for behavioral infractions, and systematic procedures for collecting and analyzing discipline data.
Publication Date: October 2020
Publisher: National Center on Intensive Intervention and The Center on Positive Behavioral Intervention and Supports

Why Prioritize Behavior Support?
This brief describes why it's 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 PBIS, University of Oregon

       Home