The negative outcomes of exclusionary discipline practices on children and youth are well established. Fortunately, for the past two decades, research has demonstrated that pro-active instructional approaches and building supportive class and school environments can effectively promote student social, emotional, and behavioral well-being,…

With the advent of Precision Teaching more than 50 years ago, researchers and practitioners began to examine how to use K-12 students' academic data to guide instructional decisions. Although the field has advanced with the use of curriculum-based measurement and data-driven decision rules for reading and math, the same is not true in the area of…

School-wide positive behavior interventions and supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we conducted a conceptual replication of Grasley-Boy et al. (2022a) and used a series of two-level linear multilevel analyses to examine the impact of SWPBIS fidelity on 10…

A safe, supportive school climate is critical for school effectiveness. Unfortunately, the research linking a positive school climate to critical student outcomes includes few systematic reviews of the school climate literature and no reviews focused on the effects of interventions to improve school climate. This review examined the methodological…

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K-Grade 12 school building administrators representing 409 unique school districts across the United States…

Paraprofessionals report spending a substantial amount of time addressing challenging behavior in a range of school environments, yet identify behavioral intervention as a high-priority training area. The purpose of this meta-analysis was to systematically review and summarize single-case intervention studies involving paraprofessional-delivered…

The purpose of this study was to identify and examine how schools implementing schoolwide positive behavioral interventions and supports (PBIS) were engaging families in their Tier I PBIS systems. In addition, reported implementation of practices and the availability of resources were examined in relation to fidelity of PBIS implementation.…

Classified staff are important stakeholders in schools and commonly interact with students across grade levels, subject matter areas, and physical locations--making their involvement in the implementation of schoolwide positive behavior interventions and supports (SWPBIS) essential. However, their voice, including the intentional and systematic…

State and national educational leaders encourage the use of an integrated multitiered system of supports (MTSS) to improve services to students with academic and social behavior problems. Implementing and sustaining MTSS is facilitated by support from leaders in state education agencies (SEAs). The purpose of this study was to identify the…

The three-tiered School-Wide Positive Behavioral Interventions and Supports (SWPBIS) model is now being implemented in more than 13,000 schools in the United States (Horner, Sugai, & Anderson, 2010). One core feature of Tier One of the SWPBIS model is the identification of social expectations and behavior indicators across all school settings.…

In this analysis of extant data from 3,011 schools implementing school-wide positive behavioral interventions and supports (SWPBIS) across multiple years, we assessed the predictive power of various school characteristics and speed of initial implementation on sustained fidelity of implementation of SWPBIS at 1, 3, and 5 years. In addition, we…

The Good Behavior Game (GBG) is a classroom management strategy that uses an interdependent group-oriented contingency to promote prosocial behavior and decrease problem behavior. This meta-analysis synthesized single-case research (SCR) on the GBG across 21 studies, representing 1,580 students in pre-kindergarten through Grade 12. The TauU effect…

The purpose of this study was to examine the effects of e-mailed specific performance feedback that included progress monitoring graphs on induction-level teachers' ratios of positive-to-negative communication behaviors and their use of behavior-specific praise in classrooms for students with emotional and behavioral disorders, mild intellectual…

The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers' ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for…

This evaluation report presents outcomes for the first cohort of 28 early childhood education programs and K-12 schools involved in implementing schoolwide positive behavior support as part of a statewide systems change initiative that began in New Hampshire in 2002. Results indicate that the overwhelming majority of schools were able to implement…