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Direct linkSantiago-Rosario, María Reina; Cohen Lissman, Dana; McIntosh, Kent; Calhoun, Elyse; Izzard, Sara – Center on Positive Behavioral Interventions and Supports, 2023
Positive Behavioral Interventions and Supports (PBIS) is a widely implemented framework for promoting positive school systems and fostering students' social, emotional, behavioral, and mental health. Numerous studies indicate that PBIS implementation improves student outcomes, educator practices, and school systems. This brief presents the…
Descriptors: Positive Behavior Supports, Student Behavior, Social Emotional Learning, Behavior Modification
Bastable, Eoin; Kittelman, Angus; McIntosh, Kent; Hoselton, Rob – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2015
School-wide positive behavioral interventions and supports (SWPBIS) is a systems-level framework for improving social and academic outcomes for students in schools through the use of integrated evidence-based practices. Although the effects of SWPBIS are well-documented in elementary schools, there is increasing interest in implementing SWPBIS in…
Descriptors: Drug Abuse, Alcohol Abuse, High Schools, Intervention
Peer reviewed
Download full textKim, Jerin; McIntosh, Kent; Mercer, Sterett H.; Nese, Rhonda N. T. – Behavioral Disorders, 2018
The purpose of this study was to examine associations between implementation fidelity of school-wide positive behavioral interventions and supports (SWPBIS) and student outcomes over time. The sample included 477 K-12 schools across 10 states implementing SWPBIS for varying numbers of years and at varying levels of fidelity (but with 78% of…
Descriptors: Longitudinal Studies, Positive Behavior Supports, Fidelity, Program Implementation
Swain-Bradway, Jessica; Gulbrandson, Kim; Galston, Anthony; McIntosh, Kent – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2019
This evaluation brief describes how Wisconsin is implementing an equitable multi-level system of supports (MLSS) framework, also known as a multi-tiered system of supports (MTSS), and how schools implementing this framework with both a behavior and reading focus have shown positive outcomes for all students. The data analyzed in this brief were…
Descriptors: Behavior Modification, Academic Support Services, Discipline, Student Needs
Kelm, Joanna L.; McIntosh, Kent; Cooley, Sharon – Canadian Journal of School Psychology, 2014
Although there is much research on School-Wide Positive Behavioural Interventions and Supports (PBIS) in the United States, there is little such research in Canada. The purpose of the current study was to provide a case study example of the relation between implementing PBIS and student academic and behavioural outcomes, as well as student…
Descriptors: Foreign Countries, Behavior Problems, Student Behavior, Intervention
McIntosh, Kent; Bennett, Joanna L.; Price, Kathy – Exceptionality Education International, 2011
This article discusses School-wide Positive Behaviour Support (SWPBS), an evidence-based approach to teaching social competencies and enhancing the school social environment. The focus of this article is on the value of evaluation and evaluation plans at a district level for maintaining and increasing the effectiveness of SWPBS in a district. We…
Descriptors: Evidence, Student Attitudes, School Safety, At Risk Students
McIntosh, Kent; Ty, Sophie V.; Miller, Lynn D. – Journal of Positive Behavior Interventions, 2014
School-Wide Positive Behavioral Interventions and Supports (SWPBIS) has a large evidence base for preventing and addressing externalizing problem behavior, but there is little research examining its effects on internalizing problems, such as anxiety and depression. Given the prevalence of internalizing problems in today's children and youth, it is…
Descriptors: Outcomes of Treatment, Behavior Modification, Positive Reinforcement, Intervention
McIntosh, Kent; Ty, Sophie V.; Miller, Lynn D. – Grantee Submission, 2014
School-wide Positive Behavior Support (SWPBS) has a large evidence base for preventing and addressing externalizing problem behavior, but there is little research examining its effects on internalizing problems, such as anxiety and depression. Given the prevalence of internalizing problems in today's children and youth, it is worthwhile to examine…
Descriptors: Outcomes of Treatment, Behavior Modification, Positive Behavior Supports, Intervention
