Check-in/Check-out (CICO) behavioral support has been implemented in Finnish School-Wide Positive Behavior Interventions and Support (SWPBIS) schools to cater to students who require personalized behavior support beyond the universal level. Previous studies have demonstrated the effectiveness of CICO as a behavioral support method. However,…

Multitiered systems of support (MTSS) are composed of tiered prevention and intervention in multiple domains. MTSS is often referred to as an umbrella framework that includes both a multi-tiered approach to proactive school-wide behavior (e.g., Schoolwide Positive Behavior Interventions and Supports) and academic supports in reading, writing,…

The Caught Being Good Game (CBGG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. This approach to classwide intervention has been implemented and its effectiveness demonstrated across grade levels and types of disruptive behavior. Teachers report that the CBGG is an easy classroom management strategy to…

Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of Class-Wide Function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data…

Children with autism spectrum disorder (ASD) experience challenges with social interactions that manifest in specific social situations. These challenges may inhibit them from developing sustained friendships with school-age peers, resulting in their exclusion from group-based leisure activities. To aid this population in developing friendships,…

This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom…

Teacher-directed self-monitoring (TD-SM) is often recommended to special education teachers as a simple and efficient method for improving the implementation fidelity of evidence-based practices in the classroom and strengthening outcomes for students. This systematic review and outcomes analysis investigated the conditions and intervention…

Dependent group contingencies offer an efficient way to improve the behavior of an entire group of students, as the performance of only one or a few students needs to be monitored at a time. Prior literature reviews outlined the use of group contingency interventions with children in educational settings; however, these reviews did not exclusively…

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully…

Within the context of a multi-tiered framework for behavior support, intervention intensification is warranted when a Tier II intervention fails to adequately address a targeted behavior. A traditional approach to intensification is to shift from standardized supports at Tier II to individualized and more resource-intensive supports at Tier III.…

There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk for emotional and behavioral problems. Evidence-based interventions for social and emotional success are especially necessary for Black learners with emotional or behavioral problems. In the current study, we used a multiple-baseline…

In this article, we examined educators' efficacy and burnout within Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention, as implemented in 14 elementary schools in a Midwestern state. Participating schools completed a year-long training series to design their Ci3T plans and were in their second year of implementation as part of a…

The social validity of behavior intervention is rooted in consumer perception. This information is typically garnered through questionnaires and interviews conducted with relevant consumers such as teachers or caregivers. Often, the participants (i.e., the individuals with disabilities receiving the intervention) play less of a role in the…

The purpose of the study was to investigate the leadership practices that elementary school administrators and leadership teams utilize to promote effective, successful, and sustainable schoolwide positive behavioral interventions and supports (SWPBIS). The study focused on the practices, processes, and challenges that administrators and school…

The Class Pass Intervention (CPI) is designed to be implemented within School-Wide Positive Behavioral Interventions and Supports (SWPBIS) to decrease disruptive behavior and teach replacement behavior for students needing Tier 2 intervention. The CPI has two components: (a) providing negative reinforcement for requesting a break by using a class…