This report summarizes activities undertaken by OSPI's Reducing Restraint & Eliminating Isolation (RREI) project during fiscal year 2025, as mandated through 2023's biennial operating budget and 2024's supplemental operating budget. Demonstration projects incorporate "Pilot site" districts that strategically engage in the process of…

Teachers and school leaders frequently make decisions about which strategies will best support students who struggle academically or behaviorally, but evidence-based information about the quality of these strategies is not always available. Resources as the What Works Clearinghouse and the Regional Education Laboratories can help educators…

There is growing awareness of the importance of implementation fidelity and the supports, such as coaching, to optimize it. This study examined how coaching activities (i.e., check-ins, needs assessment, modeling, and technical assistance) related directly and indirectly to implementation dosage and quality of the PAX Good Behavior Game, via a…

In this article, we describe and evaluate the extent to which recent changes to state-level policy are related to seclusion and restraint in schools and detail what components of comprehensive restraint and seclusion policy are indicated. We examined state policy documents and coded them for the presence of specific characteristics related to…

Positive Behavior Intervention and Support Teams use data to guide decisions about student social and academic behavior problems. In previous evaluation and research efforts, the authors taught team members to use Team-Initiated Problem Solving, a model that embeds data-based decision making into a broader problem-solving framework. In this study,…

This invited commentary includes observations about the article "Building Local Capacity for Training and Coaching Data-Based Problem Solving with Positive Behavior Interventions and Support Teams," published in the July 2011 issue of the "Journal of Applied School Psychology." In this article Newton and colleagues present an interesting field…

In preschool settings, the majority of interventions are individualized for children at high risk for challenging behavior. However, a few early childhood sites have begun to conceptualize and implement prevention and intervention initiatives modeled after the principles and key features associated with school-wide positive behavior support. In…

It is becoming increasingly common for community teams or coalitions to implement programming for children and families designed to promote positive youth development and prevent adolescent problem behaviors. However, there has been only limited rigorous study of the effectiveness of community teams' programming efforts to produce positive…

The reauthorization of the Individuals with Disabilities Education Act of 1997 emphasized the use of positive behavioral interventions, supports, and services for students with disabilities who display challenging behaviors. Unfortunately, most teachers and schools still lack systems for identification, adoption, and sustained use of these…

In recent years, a large number of schools around the country have implemented schoolwide positive behavior support (SWPBS; Sugai & Horner, 2006). Because of the increasing use of this model of support, research examining the factors associated with implementation is needed. The purpose of this investigation was to document and contextualize…

Abuse, neglect, or both often result in removing children from their homes and placing them in foster care. As a result of these experiences, many children learn unhealthy behaviors. These "behavioral challenges" often lead to a cycle of multiple placement disruptions and progressively more restrictive placements. The philosophy,…

This report summarizes evaluation results for AISD's federally-funded Title IV safe and drug-free schools program activities for the 2007-2008 school year.

Prereferral intervention is designed to reduce referrals for special education placement, by modifying teacher instruction or management of difficult-to-teach (DTT) pupils prior to formal referral. A 3-year project is described in which Mainstream Assistance Teams offer consultation services to teachers in elementary and middle schools. The…