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Direct linkJason W. Small; Andy Frey; Bixi Zhang; Hill M. Walker; Edward G. Feil – Journal of Positive Behavior Interventions, 2024
In preschool settings, ample evidence has long existed that some administrators and educators rely heavily on exclusionary practices to address unwanted behaviors despite evidence they are ineffective. There is a need for evidence-based interventions that provide teachers with skills to foster positive student--teacher relationships, teach…
Descriptors: Preschool Children, Preschool Education, Early Childhood Teachers, Intervention
Mitchell, Barbara S.; Hatton, Heather; Lewis, Timothy J. – Journal of Positive Behavior Interventions, 2018
Thousands of schools across the United States, and worldwide, implement School-Wide Positive Behavioral Interventions and Supports (SWPBIS). SWPBIS provides a framework whereby teams of educators engage in data-based decision making to select, implement, and monitor a continuum of behavioral supports and build sustainable systems to promote…
Descriptors: Positive Behavior Supports, Behavior Problems, Student Behavior, Behavior Modification
Simonsen, Brandi; Eber, Lucille; Black, Anne C.; Sugai, George; Lewandowski, Holly; Sims, Barbara; Myers, Diane – Journal of Positive Behavior Interventions, 2012
More than 1,000 Illinois schools are implementing schoolwide positive behavior support (SWPBS) to enhance outcomes for students and staff. Consequently, Illinois established layered support structures to facilitate scaling up SWPBS. This paper describes the development of this infrastructure and presents the results of HLM analyses exploring the…
Descriptors: Student Behavior, Behavior Disorders, Academic Achievement, Mathematics Education
